IBS C a m b r id g e ^ D is c o v e r y

I EDUCATION

STUDENT S BOOK

Ben Goldstein & Ceri Jones with Vicki Anderson

C a m b r id g e
U N IV E R S IT Y PR ESS

University Printing House, Cambridge CB2 8BS, United <ingdom

Cambridge University Press is part of the University of Cambridge.

It furthers the University's mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.

wvvw.cam bridge .org

Information on this title: www.cambridge.org/9781107467804

© Cambridge University Press 2015

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

First published 2015

Printed in Italy by Rotolito Lombarda Spa

A catalogue record for this publication is available from the British Library

ISBN 978-1-107-46781-1 Student's Book with Online Workbook and Online Practice
ISBN 978-1-107-46780-4 Student's Book
ISBN 978-1-107-46782-8 Workbook with Online Practice
ISBN 978-1-107-46783-5 Teacher's Book
ISBN 978-1-107-46786-6 Audio CDs (3)
ISBN 978-1-107-46787-3 Video DVD
ISBN 978-1-107-49052-9 Presentation Plus DVD-ROM

Additional resources for this publication at www.cambridgelms.org/eyesopen

Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.
Eves Орепб \
Ben Goldstein & Ceri Jones
with Vicki Anderson

Щ C a m b rid g e
U N IV E R S IT Y P R E S S
jD IScover
E D U C A T I O N
 Р4 -ed and -ing adjectives, Phrasal verbs p5 Energy issues, make
and do p6 Art around us, Performing p7 Adventure sports and
activities, Survival essentials
p4 Past simple vs. past continuous, Question words p5 Present
perfect and past simple, Present perfect with still, yet, already
and just p6 Word order in questions, Subject/object questions
P7 Present perfect with ever, never, for and since, Present perfect
questions

1Ш Ш
1 p9 Clothes p10 Short online texts p11 used to and would p12 An interview
Trends Explore words in context Get it right! questions with Adjectives and dependent
used to prepositions
О Milan fashion week

2 p19 Personal qualities p20 A magazine article p21 Reflexive pronouns and p22 A news report
A helping Explore word building each other Phrasal verbs (learning and
hand Get it right! reflexive pronouns socialising)
О Born to dive

Review Unit 1 and 2 page 28-29

3 p31 Training and qualifications p32 A profile p33 be going to and present p34 A discussion
Young Get it right! job and work Explore expressions with take tenses for the future Achievements
achievers О Insectmobile

4 p41 Cooking verbs p42 Short online texts p43 First conditional with if, p44 Adjectives describing food
Fabulous Explore words in context when and unless A game show
food Get it right! will
О Oil from goats?

Review Unit 3 and 4 page 50-51

5 p53 Everyday objects p54 A news article p55 The passive: present p56 A radio report
Stuff we Explore words in context simple, past simple and will Modifiers
like О Objects for survival

6 p63 Celebrations p64 A magazine article p65 -ing forms p66 A travel programme
Celebrate Explore verbs and prepositions Get it right! prepositions after Descriptive adjectives
in style verbs and before the ing form
О Let's celebrate

7 p75 Story elements p76 A plot summary p77 Third conditional p78 A podcast
Weird and Explore prepositions and p97 Say it right! Contracted Linking phrases
wonderful adverbs of movement forms in third conditionals
О Mission, possible?

8 p85 Crimes p86 News stories p87 Reported statements p88 Reporting verbs
Right or Explore words in context Get it right! tell and say A news report
wrong? О On the run

Н И Р Review Unit 7 and 8 page 94-95

Projects p123-125 Irregular verbs and phonemic script p126

 Discover Culture (Video and Reading)
р13 Past perfect p14 О Inside the guitar p16 О Real talk: What p17 A biography p i 15 CLIL Social Science -
p96 Say it right! P 15A magazine article music and fashion were Useful language: The history of jeans
Sentence stress in the Explore compound nouns your parents into when Sequencers and О Trendsetters
past perfect they were growing up? connectors p99 Grammar reference
Buying clothes p107 Vocabulary bank
p23 Present perfect p24 О A very Indian wedding p26 О Real talk: How p27 A personal email p116 CLIL Technology -
simple p25 A blog post have you helped a Useful language: The changing classroom
Present perfect Explore words in context friend through a difficult Expressing how we О The house of the future
continuous situation? feel p100 Grammar reference
Present perfect simple Showing concern p108 Vocabulary bank
vs. present perfect
continuous
p96 Say it right!
Stress and intonation
in questions with How
long?

p35 Predictions with be рЗб О The young and the brave p38 О Real talk: p39 An opinion essay p117 CLIL Natural Science-
going to, will and may/ p37 A newspaper article Are you saving up for Useful language: The Archimedes' Principle
might Explore words in context something special? Linking phrases О A cool experiment
Future continuous What? p101 Grammar reference
p96 Say it right! Making decisions p109 Vocabulary bank
Contracted forms in the
future continuous
p45 Second conditional p46 О Fruits of the sea p48 О Real talk: What p49 Describing a local p118 CLIL Technology -
with could and might p47 An online article would you make if you dish Vertical farming
p96 Say it right! Stress Explore prepositional phrases had to cook for your Useful language: О You are what you eat
and intonation in second family for a day? Cooking and eating p102 Grammar reference
conditional questions Giving instructions p110 Vocabulary bank

p57 Relative pronouns p58 О An invention that changed рбО О Real talk: What's p61 An online review p119 CLIL Technology-
and clauses everything your favourite gadget? Useful language: Passive houses
Get it right! relative p59 An article Buying a gadget Describing a product О What a waste!
pronouns as subject Explore communication phrases and p103 Grammar reference
p97 Say it right! phrasal verbs pi 11 Vocabulary bank
Intonation in relative
clauses
p67 Infinitives p68 О Like father, like daughter p70 О Real talk: What's p71 A description p120 CLIL History - 4th July
Infinitives vs. -ing forms P69 An article the worst party you've Useful language: celebration, USA
p97 Say it right! to Explore words in context ever been to? so or too + adjective О Reliving history
and too Offers and requests p104 Grammar reference
p112 Vocabulary bank
а а м м м и м а м м ш
■I Ш Я Я Я В Л Ш Ш й Я В н ш В Н Я Я
p79 must have, can't p80 О A lost civilisation p82 О Real talk: What's p83 Telling a story p121 CLIL Biology -
have, might/may/could p81 A magazine article the biggest mistake Useful language: Extinction
have Explore words in context you've ever made? Adverbs О Lions in danger
Get it right! have + Getting more information p105 Grammar reference
past participle p113 Vocabulary bank
p89 Reported questions p90 О Future directions p92 О Real talk: What's p93 An online article p122 CLIL ICT-Copyright
Indirect questions p91 An article the biggest lie you've Useful language: О True or false?
p97 Say it right! Explore verb expressions ever been told? Describing amounts p106 Grammar reference
Intonation in indirect Clarifying p114 Vocabulary bank
questions
Starter Unit
Summer holidays
Past simple vs. past continuous
1 ^ Talk about the picture with your partner.
Why do you think they are on the island?
2 ф Ш & З Listen to the story. Why were Pete
and Maria on the island?
3 фЛШВ Complete the text with the correct
form of the past simple or past continuous.
Then listen again and check.
Last summer, Pete and Maria '.w ent (go) on a cruise
holiday in the Caribbean with their parents. One day,
the ship 2 ... (sail) between some islands when it 3__
(stop) and the captain said, 'You can all swim now.'
Pete and Maria4 ... (jump) in the water to look at
the fish. While they5 ... (swim), the w ind6 ...(push)
them behind the ship. Suddenly, they7. ... (see) some
sharks coming towards them. They8 ... (swim) as
fast as possible to the nearest island. Then the ship
9 ... (begin) to sail away. They 10... (shout) for help.
They could still see their parents, who ".... (relax) on
sunbeds on the deck!
Question words
4 Pete and Maria were rescued a week later.
Complete the questions with the words in the
box.
Г
why how when who which where what
1 How did you feel when you got to the island?
2 did you see when you got there?
3 did you meet on the island?
4 animals did you see?
5 did you sleep?
6 did the helicopter come?
7 did they take so long to rescue you?
-ed and -ing adjectives, Phrasal
verbs
5 QpMSEf Choose the correct words to complete
the answers to the interview questions in
Exercise 4. Then listen and check.
Pete: When we got to the island, we were so
'(tired)/ tiring!
Maria: We looked up and saw the ship Getting
off / picking up without us!
Pete: It was crazy! It was so 3worried /
worrying! Then it started getting dark and
we were “fe rrified / terrifying!
Maria: But we were sure they would 5f ind out /
come back for us soon. So we decided to
6look round / chill out the island and try
to find some food.
Pete: The island wasn't very interested /
interesting. There were no people and no
animals. We found some fruit to eat. Then
we slept under a tree until morning. Soon
we were really 8bored / boring.
Maria: A week later, we saw a helicopter and they
came to rescue us. We were so happy. But
we still haven't 9found out / picked up
why it took them so long!
Pete: We were so ,0excited / exciting about
being rescued that we didn't ask our
parents how they forgot us!
6 Ask and answer about a holiday. Use the
words in the boxes to help you.
' ..... .... . -.......... .....
w hy how interested excited tiring
when boring interesting tired
who which worrying exciting bored
where what terrifying worried
............ ........ - - - _ ---
^ Where did you go?
I went to Rome. It was really
interesting. What about you?
---------------------------------------------Ч Г -
I went to ...
Home life make and do
Energy issues 5 Complete the sentences with make or do.

1 Match the verbs (1-6) with the

phrases (a-f).
1 reduce e a energy to save the Eight ways
planet to k eep your parents happy!
2 don't waste b the TV, computers
and chargers when \ Do your homework every day.
not using them Don't2 ... a mess of the house, especially your bedroom.
3 don't leave с water - have
Say yes when your parents want to
showers, not baths 3. ... something interesting with you.
4 save d electrical appliances 4. ... nice, polite friends.
on standby at night
5 ... a phone call to them if you're
5 turn down e the amount of going to be late home.
rubbish you make by
Don't6. ... a noise and wake them up
using less plastic
in the middle of the night!
6 switch off f heating and
Say sorry when you \ ... a mistake.
air conditioning
whenever you can Always8. ... the right thing!

Present perfect and past

simple
2 Listen to Tina. Who is helping
to save the planet?
Complete the text with the
correct form of the present perfect or
past simple. Then listen again and
check.
We \ Ve reduced (reduce) our electricity
bills by 20% this year. Last year we 2....
(spend) £500 but this year it's only £400.
We 3. . .. (save) lots of energy by turning the
heating down when we go to bed. I also4 ...
(have) a shower last night instead of a bath
so 15 ... (not waste) lots of water I 16 ... (stop)
leaving my phone charger on standby too.
Now I only switch it on when I'm charging it.
Last night my dad 7 ... (leave) the TV on but
18 ... (switch) it off! My mum 9 ...(buy) some
reusable shopping bags, so from now on we
will never use plastic ones. I think we are the
greenest family in school.
Present perfect w ith still, yet, already
and just
6 Listen to Tina and her mum. What is Tina
doing? What has her mum done?
7 S3 Choose the correct words. Then listen again
and check.
Mum: Tina! Have you finished your Maths homework
'(yet)/ already?
Tina: No Mum, I've got lots of homework today. I haven't
started my Maths 2yet / still.
Mum: Really? So what have you done so far?
Tina: I've 3still / just finished Science and now I'm going
to start Geography. Then 14already / still have
History and French to do. And Maths of course.
Mum: Right. I think you need all afternoon. I've ^already /
just made a cake. Do you want some?
Tina; No thanks. I've 6already / yet had some chocolate
today.

4 Use the phrases below to talk about 8 Ask and answer questions about what you have
your energy use. done today.
• I save ... • Ireduce ... Have you done your homework yetT^
• I switch o f f ... • Iturn dow n...
• I don't waste ... • Idon't leave ..
No, I haven't done it yet.
I switch off my computer when I'm not using it
)
^ Have you already had lunch? ^ ( Yes, I have.
 Arts and entertainment
A rt around us
1 Match the pictures (a-h) with the words in
the box.
mural portrait orchestra microphone
gallery exhibition sculpture juggler
Word order in questions
2 Put the words in order to make questions for
a band, All for One.
1 playing/are/W hen /tonight/yo u/?
When ere you playing tonight?
2 meet / you / did / How / all / ?
3 songs / writes / the / play / all / Who / you / ?
4 concert / When / first / was / your / ?
5 other / can / instruments / play / Wha: / you / ?
6 do / do / you / your / in / time / What / free / ?
7 o th e r/m u sic/like /yo u /W h at/d o /?
8 going / after / finish / you / are / here / Where /
you / ?
6
Performing
3 01Ш Listen to an interview with the band.
Where did they meet?
4 Q m m Listen again and complete the notes.
Concert starts oJb \3pm .
Met a t an arts -festival - Simon and
Tony were 1 ... .
Simon plays the 5... and the piano.
Tony plays the violin and the 4... .
John sings and likes painting 5... .
First concert - two years ago - they’ve
never played in a '.... like this.
Free time - John does acting classes -
he’d like to act 7... too.
Subject/object questions
5 Complete the questions.
1 'Hi Simon! Who ieyqur favouritesinger ?'
'My favourite singer is Lady Gaga.'
2 'Boys! W h at....?'
'We have pancakes for breakfast!'
3 'Hey Tony! W h o .... ?'
'My uncle taught me to play!'
4 'Hi there! W hat.... ?'
'Lots of things give us ideas for songs - love, life,
friends...'
5 'Hey guys! W ho.... ?'
'We often listen to the Beatles!'
6 'Dudes! W hat.... ?'
'We chilled out in the hotel last night!'
6 Work with a partner. Student A is a member of
a band, Student В is a music journalist. Do an
interview.
Hi Joseph! So, what instruments
can vou plav?
I can play ...
Exciting lives Present perfect questions
Adventure sports and activities 4 Complete the questions for Sam. Use the present
perfect.
1 Put the letters in order to make 1 Sam, . h a v e y o u ever been (ever/go) to Antarctica?
adventure sports and activities. 2 Hey Sam. How long .... (live) abroad?
1 I love. trekking,. (gnirektk) - I can walk all 3 Hi m ate..... (finish packing/yet)?
day in the mountains and not get tired. 4 Dear Sam. How long.... (have) your blog?
2 We look forward to winter and snowy 5 Wow, your trips are am azing!.... (ever/be) on TV?
weather every year so we can g o .... (nkisig).
6 Hi Sam. I’d love to meet you. I live in Honolulu..... (visit/
3 My parents taught me to swim when I was Hawaii/yet)?
a boy so that I would be safe when we went
.... (isaingl).
4 You need very strong arms and no fear of
Survival essentials
high places if you want to try.... (bilcgnim). 5 Match the words to make survival essentials.
5 We saw all the big five animals when we
1 sun с a bottle
went on .... (afairs) in Africa.
2 water b aid kit
6 People say the USA has the best.... (emeht
3 first с cream
prak) in the world, with the biggest and best
rides! 4 pen- d knife
7 My first adventure holiday was a .... (rmumse 5 contact e bag
pamc) in the mountains when I was 14. 6 sleeping f lenses
8 You can meet kids your age from another
country if you go on a .... (locohs ganexhce).

6 Imagine you are adventure travellers. Take turns to

Present perfect w ith ever, interview each other.
never, for and since
Have you ever been sailing? )
2 Listen to Sam. When did he start
travelling? Yes, I’ve been sailing many times.

!Choose the correct words to Where have you been to?

complete Sam's blog post about his travel -----------------------------
experiences. Then listen again and check.

I w as born to travel! I’ve m oved around the

world every year 1ever /(shTce)! w as born!
My parents took me on lots of trips when
I w as a child, and I’ve 2always / never lost
the love of travelling. I started travelling
full-time when I left school, and now I’ve been
an adventure traveller ^or / since ten years.
I’ve been to m ost of the continents,
but I’ve 4never / always been to Australia.
I’ve wanted to go there 5from / for years.
T h at’s m y next trip! H ave you 6ever / never
been there? Follow my blog a s I explore the
b iggest country in the world!
 Trends
«Discovery EDUCATION

In this unit...

Milan fashion
week p11

inside the guitar p14

Music and
fashion p16

BE CURIOUS |

V o c a b u la ry
* Clothes I can ...
W ords in context talk about the kind of clothes I like to wear,
■s Adjectives and understand short online texts about
dependent prepositions fashions and an article about style icons,
Compound nouns talk about past habits and experiences,
Language focus understand a radio interview w ith an actor,
v used to and would buy clothes in a shop.
Past perfect write a short biography of a famous person,
Vocabulary clothes
Match the phrases in the box with the clothes (a-j) in the pictures.
Then listen, check and repeat.

a leather jacket a stripy shirt a silk scarf a cool T-shirt flat shoes tight jeans
a flowery dress a denim skirt a baggy jumper a fitted coat

Look again at the phrases in
Exercise 1. Find words that describe:
a the material the clothes are made from
b the pattern on the material
с the size or shape
d a personal opinion about the clothes
Listen to three people
talking about the clothes they are
wearing. Find the people in the
pictures.
5 Ask and answer with your partner.
1 Which of the clothes in the pictures
and in Exercise 4 do you have in your
wardrobe?
2 How often do you wear them?
3 What kind of clothes do you like
wearing? Why?
4 Do your parents ever tell you what to
wear? When? Are you happy to wear
the clothes they suggest?
In my wardrobe, I've got a really
baggy jumper. It's horrible!

Look again at the phrases in Me too! My aunt gave it me for

Exercise 1. Change the adjectives my birthday but I never wear it.
to create new phrases to describe
clothes you like wearing.
leatherjacket - denim jacket, ф Vocabulary bank • page 107
tig h tje a n s - baggyjeans

9
 Reading S hort o n lin e texts
1 Read the introduction to the quiz and look at the
photos. Can you answer the questions?

TEENAGE
F A S H IO N S from the past

How much do you know about teenage

fashions? Test yourself with our quick
fashion quiz. Look at the photos.
• What order do they come in, from
the earliest to the most recent?
• What did the different groups use to
call themselves? Can you remember
their names?

2 О Ш Ш Read the text and check your answers. Read the text again. Complete the
sentences with Teds, Hippies, Punks or
New Romantics.
a Teddy boys and girls first appeared on the Punks didn't like rules.
streets of Britain in the 1950s. They loved rock .... copied a style from another country.
and roll music and they used to dress like the
The style of both .... a n d .... developed in
American teenagers in rock and roll movies. The
reaction to earlier fashions.
boys wore long jackets and tight trousers. They
wore their hair long at the front. They would put a .... and .... wore clothes with lots of
colour.
lot of gel in it and wear it in a quiff. The girls used
to wear wide skirts and high ponytails. .... and .... had special hairstyles.
.... and .... wore tight trousers.
В The hippy fashion started in the late 1960s. It .... wanted to look like characters they
w as a very relaxed style and very different from saw in films.
the formal clothes Teds used to wear. Hippies 8 .... were influenced by nature.
wore loose clothes, with colourful flowery
patterns. Men had long hair and beards. Women
had long hair too and they used to wear long Explore words in context
scarves and Indian jewellery. Som etimes they 4 Find the words in the text and then
would paint flowers on their hands and faces. look for examples in the photos.
С Which ones can you see?
The first punks appeared on the streets of
London in the late 1970s. They didn’t use to
quiff ponytail loose clothes
spend a lot of money on clothes. Their favourite
dyed hair dog collar safety-pins
colour w as black. They wore tight trousers with
holes and baggy T-shirts with offensive words and extravagant make-up
expressions on them. They had dyed hair - pink or
green or blue - and they used to wear dog collars
as necklaces and safety-pins as earrings. They
wanted to shock people and break the rules.
5 Ask and answer with your partner.
) This colourful, creative style started in the early 1 Are any of these fashions still common
1980s. New Rom antics loved unusual clothes in your country? If yes, which? Who
that often looked like costum es from a pirate film wears them?
and both girls and boys used to wear extravagant 2 What styles are common among young
make-up. Their fashion w as a reaction to the dark people today? Do you like them? Why/
side of punk. Why not?
F A C T ! 81 % of teens get their ideas
for clothes and fashion from friends and
classmates and not from magazines or TV.
10
 3 Q) ШЙЭ Look at your answers in Exercise 2.
Which verbs can you use with would? Then
listen and check.

qjssesei
To form questions, use did + use to + infinitive.
Did you use to have a quiff, Dad? /
Did you used to have ... ? X

Write questions with used to. Add three more

questions using your own ideas.
1 you / walk to school on your own?
Did you use to walk to school on your own?
2 you / do any sports?
3 you / wear a uniform?
4 your teachers / give you a lot of homework?
5 Who / you / play with in the playground?

Language focus 1
Think about when you were nine. Ask and
used to and would answer the questions in Exercise 4 with your
Complete the examples from the text. Then partner.
choose the correct words to complete the rules.
Did you use to walk to school on your own?

Both boys and girls1 to wear extravagant make-up.

Well ... I used to walk to school with my mum,
5 They2.... to spend a lot of money on clothes. but sometimes I would walk home alone.
What3 ... the different groups.... to call themselves?
Did you use to be a hippy?
Yes, I did. No, I didn't.
Is your life very different now? Use used to
They4 ... put a lot of gel in it. and would and write sentences to describe the
Theys. ... paint flowers on their hands and faces. differences between your life now and when
Would he break the rules? you were nine.
Yes, he would. No, he wouldn't. When I was nine, I used to spend a lo t o f time with
my parents, now I spend more time with my friends.
* We use used to and would to talk about single
events in the past / past habits.
® We only use used to / would with actions. We use
used to / would with actions, states and feelings
{be, have, live, love, want, care, etc.).
Learn about fashion shows and being a
Grammar reference • page 99 top model.
What do you know about Milan?
Complete the text with the correct form of Do you know the names of any famous Italian
used to. Use the verbs in brackets. designers?
When my dad was a student, he (be) a New Would you tike to work as a catwalk model?
Romantic. He and his friends2 ... (go) to concerts Why/Why not?
together all the time. They 3 (like) wearing really
extravagant clothes. They4 ... (dress) as pirates and
paint their faces. He 5..., (have) long, blonde hair, but
then he started working in a bank in the city and he
6 ... (not go out) so much. He forgot about all the
things he 7.... (love) doing with his friends. Now he
looks completely different!
11
 Listening An in te rv ie w
1 ^ Work with a partner. Look at the photos and the poster
and answer the questions.
1 Do you know anything about the film?
2 What do you think is the connection between the film and the
two photos?
3 How has the world changed in the last 30 years?

2 Q lX D Listen to an interview with a young actor, David,

who is taking part in a theatre production of the film. Check
your answers.

3 Listen again and choose the correct options.

1 The film first came out in 1980 / 1985
2 In the film, Marty travels from the 1950s to the 1980s / 1980s to
the 1950s.
3 In the theatre production, Marty travels from 2015 to the 1980s /
1950s.
4 The theatre production focuses on life now / in the past.
5 David's parents were teenagers in the 1950s / 1980s.
6 Teenagers were / weren't interested in the same things in the
1980s as they are now.
7 There were / weren't any touchscreens in the 1980s.
8 The presenter has / hasn't seen the show.

4 Ask and answer with your partner.

1 Would you like to see the film or the show? Why/Why not?
2 Would you like to travel back in time to see your parents when
they were teenagers?
3 Do you think their lives were very different from yours? If yes, in
what way?

Vocabulary Adjectives and d ependent prepositions

5 Choose the correct prepositions to
complete the sentences from the interview.
Then listen and check.
1 I was really excited^bout)/ in working on the
show.
2 I'm fascinated about / by that side of the show ...
3 ... what teenagers were interested of / in then...
4 ... teenagers were keen by / on the same things,
like ...
5 ... some people have been a little disappointed
by / of the show.
6... we're really happy in / with i t ...
7 ... and proud of / on all our hard work.
8 We aren't afraid in / of criticism you know!
Write five sentences that you think are true for
your partner. Use some of the adjectives and
prepositions from Exercise 5.
I think you were disappointed by the resu lt o f the
football match la s t night.
7 Work with a partner. Ask and answer
questions to find out if the sentences you
wrote in Exercise 6 are correct.
Were you disappointed by the result
of the football match last night?

No, I wasn't! My team won 3-0!

12 Vocabulary bank • page 107

Language focus 2 Past p erfect
1 Complete the examples from the listening on
page 12. Then answer the questions in the box.
^ had hadn't (x2) seen thought j
| I had always wanted to be in a big show.
. 11 really about it before.
I 2.... you.... it before you started on the production?
Yes, I had seen it twice. No, 13 ... seen it.
1 What do you use the past perfect to talk about?
a an action that happened before another action
b an action that happened after another action
2 Which tense do you use to talk about the most
recent of two past actions?
a the past simple b the past perfect
Grammar reference • page 99
2 Choose the correct form of the verbs in the
sentences below.
1 My brother(tdd)/ had told me about a new band
yesterday. I didn't hear / hadn't heard of them before.
2 When I got to the party last night, Jo went / had gone
home, so I didn't see / hadn't seen her.
3 We went to a great burger bar last weekend. I wasn't /
hadn't been there before. The food was / had been
really good.
4 I arrived / 'd arrived late for football last week, the
match started / had started when I got there and the
coach didn't let me play!
3 ЩЬ Work with a partner. Look at the pictures
and tell the story using the verbs in the box.
Can you use all the verbs?
get on not let wait have want sell out ask
say put up their tents see arrive be
J I went to a One Direction concert last summer.
The concert last night was absolutely fantastic
ED
Q m m Complete the text with the
correct form of the past simple or past
perfect. Use the verbs in Exercise 3.
Then listen and check.
The concert last night ’.... absolutely fantastic.
We 2.... to see the band for a very long time,
so when w e 3 ... a poster of the concert two
months ago at a bus stop, we were very
excited. W e 4 ... our parents if we could go and
they5.... yes! They6 ... us go to a concert on
our own before and we were really excited.
A month later, we 7 a train to go and buy
the tickets. We 8 ... at the ticket office the night
before with a tent. A lot of other people9....
on the street before us. The next day we 10...
for five hours until at last we "....the tickets
in our hands. Five minutes later, all the tickets
12... I We were so lucky! And the concert was
brilliant.
^ Say it right! • page 96
5 Make notes about the first time you did
or saw something special.
first One Direction concert - never been to a
live concert before - totally amazing!
6 Work with a partner. Ask and answer
these questions about your experience.
Add more questions using your own
ideas. Were your experiences similar?
1 What was your experience and when did
you do it?
2 Did you know anyone who had had a
similar experience before?
3 How long had you waited for it to happen?
4 Was it as good as you'd expected?
5 How did you feel?
My sister had been but I had never ...
—
 ш т т т ш щ ш т

Discover Culture ж
1
ш Ш

■Ш Ш х

Work with a partner. Look at the photos.

What's the main difference between the two
guitars? What do they have in common?

Look at the diagram. Can you explain how an

electric guitar works?
They put magnets under the strings. The magnets..
• Work with a partner. Discuss these questions.
In what kind of places can you see the two different
types of guitar?
What kind of people do you associate with each type
of guitar?
Traditional guitar: classical musician... strin gs

Electric guitar: pop s ta r...

Find out about how guitars are mad

O iscovery p m i г д т i о hi -
v ib ratio n
sound w a ve s

m a g n ets

1.2 Inside the guitar electricity

©Mil Watch the video. What is the main

focus?
a The history of both types of guitars w ire to a m p lify
b How an electric guitar works sou n d

с How an electric guitar is made

©ЖИВ Watch the video from 02.10 to 02.37

Test your memory. Can you answer the
questions?
1 Which type of guitar is shown first?
2 Where do we first see traditional guitars?
3 Which kind of guitar is produced in the factory?
4 What part of the guitar is made by machines?
5 Which parts are added by hand?
6 What do we see in the last shot?
5 © З Ш Watch the video again and check
your answers.
and check your answers.
8 Ask and answer with your partner.
1 Do you play the guitar or know anyone who plays
the guitar? What type of guitar do they play?
2 Do you often see people playing the guitar, or other
musical instruments, on the street in your town?
3 Have you ever learned to play an instrument? If yes,
what and why? Do you still play it? If no, which
instrument would you like to learn to play? Why?

14
 BRITAIN
There are lots of icons which represent the UK but some only
sym bolise the Britain of the p a st...
The'Fab Four', the most popular guitar
band of all time, are known and loved all
over the world! They released their first
album more than 50 years ago but their
songs are still as popular as ever. The
band went through a number of style
changes over the years from 1959 to
1970, but this image of the young band
in their cool suits and short hairstyles is
probably the most iconic.
The first telephone box was designed
in the 1920s, when very few people had
telephones at home. People don't use
them anymore, but they still decorate
some street corners, especially in tourist
areas. You used to put a penny into it
to make a call. In the 1930s, domestic
phones appeared but they didn't have a
keypad like modern phones, in fact they
looked something like this. People used
to get tired of dialling the numbers!
Reading A m agazine article
1 Work with a partner. Look at the photos.
What do they show? Do you think all these
things are still common or popular in the UK?
2 © Ж Ш З Read the magazine article and check
your answers.
3 Read the article again. What do the four icons
have in common?
a Their appearance has changed a lot over time,
b They are all icons from the 2СГ' century,
с They've all survived as icons for at least 50 years.
^J^plore compound nouns
Match words from box A with words from
box В to form compound nouns. Then find
the compound nouns in the text and check
your answers.
guitar band
A
guitar style telephone street motor taxi
В
box corners band industry fare changes
United Kingdom
London
In 1959, the most famous car in
the British motor industry arrived: the
Mini! It was a car popular with both the rich and the
famous - everybody loved the Mini. Before production
stopped in 2000, nearly six million people had bought
one! Now there is a new Mini on the streets, but it's
not British anymore - it's German! The first Mini cost
just £500. The new German Mini can cost as much as
£16,000!
The London cab is the icon that has survived the
longest, but, of course, the design has changed a lot!
The first cabs, introduced in the 17th century, were
pulled by horses. Although traditionally black, they also
come in other colours, including gold! Nowadays more
and more cabs are being covered ail over in advertising.
Today, you can also travel in them in other world cities
but it will cost you a little more than the original taxi
fare of sixpence!
Lo nd on 's calling
F A C T ! There used to be 80,000 red telephone boxes
in the UK, but there aren't many of them left now.
5 Which words from the list do not combine with
the words in bold to form compound nouns?
1 guitar: string, bag, music
2 style: icon, consultant, model
3 telephone: call, number, name
4 street: house, art, fashion
5 motor: show, vehicle, driver
6 taxi: cab, driver, call
^ Vocabulary bank • page 107
6 Ask and answer with your partner.
1 What people or objects are icons in your country?
2 When did they first become popular?
3 Are they still popular nowadays?
4 Do you think they are positive symbols of your
country and culture? WhyAA/hy not?
I think the most famous pop group is probably ...
On the streets in my country, there are lots of ...
15
 Speaking Buying clothes

R e a l ta lk : What music and fashion were your parents into when they were
growing up?

1 © Ж Ш Watch or listen to the teenagers. Match the sentences (1-6) with the music or
people in the box.

disco the Beatles punk Michael Jackson classical and pop no music

1 My parents liked really different things.

2 They were more into fashion, especially my mum.
3 There are no photos, so I don't really know.
4 My grandmother still remembers seeing a famous group.
5 They still listen to the music and do the dances!
6 They looked the same and wore the same clothes.

What music and fashion are you into? Ask and answer with your partner.

Listen to Olivia and her friend Raquel. What

does Olivia buy?

4 Complete the conversation with the useful language.

Useful language
How about this top?
You look great!
Where are the changing rooms?
They're my size, too.
Do you think the top suits me? Listen again and check your
They don't fit very well. answers.

6 Work with a partner. Practise the

Olivia: Right, I'm looking for a top for your party, and conversation in Exercise 4.
maybe a pair of jeans.
Raquel; O K . 1.. Ho w a bou t th is top ? You look good 7 ^ Work with a partner. Plan your
in purple. own conversation. Use the ideas below
Olivia: Yes, it's really pretty. Oh, these are nicejeansand and Exercise 4 to help you.
2 too. This style is in at the moment. What do
you think?
Raquei: Mmm. I'm not so sure. Why don't you try themon?
Olivia: OK. Where 3 ... ?
Raquel: Over there on the right. Come on!

Olivia: So, do you think 4 ... ?

i \
Raquel: Yes, you 5....!
Olivia: Yes, I like it too, and it's half price. I think get it.
Raquel: What about the jeans? You w a n t to b u y a You w a n t to b u y a
Olivia: They don't suit me, and they don't6 They're a n e w sh irt, b lo u s e n e w p a ir of je a n s
bit tight. o r to p fo r a n e n d - o r tro u s e r s for
Raquei: Yeah, I see what you mean. What a shame! o f-sch o o l p arty . th e sc h o o l d isc o
Olivia: Never mind, maybe we'll see some in the next shop. You lo o k g o o d in next w eekend.
Raquei: You're joking! I think I've had enough! b lu e . You p r e f e r b la c k .

16
 Writing A b iog ra p hy ^ The Swedish group ABBA formed in 1972. Bjom and Benny had
been in another band, but started their own group and asked
1 Look at the photo and read the their girlfriends, Agnetha and Anni-Frid, to join. The name ABBA
biography. Who are they and when came from the initials of their first names. Later on both couples
got married.
were they popular?
ABBA became internationally famous when they won the
Eurovision Song Contest in 1974 with Waterloo. Over the next
eight years they became one of the most successful pop groups
ever. They had many hits, including Dancing Queen and SOS.
They had 22 number 1 records around the world. During that
time they played pop and disco, and were famous for their glam-
rock stage costumes. Although they used to sing in English, they
also released two albums in Spanish. After selling millions of
records, ABBA finally split up in 1982.
In the last few years their music has become popular again with
the musical (and film) Mamma Mia! As a result, ABBA have now
sold 380 million records!

2 Read the biography again and complete the fact file.

The name of the group/artist:

G et writing
Famous songs/albums:5...
i
Type of music:6...
Where they were from:2... Style of clothes/hair:7...
PLAN
When they formed / split up: Record sales:8... 6 Plan a biography about
E.;. J .../.... Personal facts about them:9 a band or artist from
When and where they were the past.
Unusual facts:10
successful:4 . • Use the headings in
Exercise 2 and make
notes.
• Think about what to put
3 Read the biography again and identify which paragraph the in each paragraph. Use
information in Exercise 2 is in. Exercise 3 to help you.
• Find any information you
Useful language need on the Internet or
speak to older family
Sequencers and connectors
members.
Use different phrases to show the sequence of events and the connection
between pieces of information.
• Although they..., they also ... • After selling millions of records ...
WRITE
• Over the next eight years ... • As a result, ABBA have now sold ... 7 Write your biography.
Use your notes from
Exercise 6 and the
4 Look at the Useful language box. Find three other similar phrases in model text to help you.
the biography in Exercise 1.
CH ECK
5 Complete the sentences with the phrases in the box.
8 Can you say YES to
j' as a result over the next after the last few years although these questions?
• Have you included all
1 .... ABBA were a pop group, they also had disco hits. the information from
2 ABBA donated the song Chiquitita to UNICEF. It reached number 1 in ten Exercise 2 and at least
countries and,...., made a lot of money for the charity. one unusual fact?
3 .... making records in Spanish, ABBA became popularin South America. • Have you used phrases
4 .... few years, they recorded lots of singles in Spanish. to sequence events and
5 In the musical Mamma Mia! has been on in the West End of London. show the connection
between pieces of
information?

17
 Born to dive p21
A very Indian
wedding p24
Helping a friend p26
CLSL The house of
the future p116
Vocabulary • U
•¥ Personal qualities I can ...
a W ord building
Phrasal verbs (learning
and socialising)
* W ords in context
L an g u ag e fo c u s
e Reflexive pronouns and
each other
■s Present perfect simple
and present perfect
continuous
BE CURIOUS
r u t a i s m s
talk about a person's qualities,
understand a magazine article and a blog
post about people and their lives,
talk about things I’ve done and things
happening in my life,
understand a news report about an
educational project,
show concern,
write a personal email.
Vocabular Personal q u a litie s

Match the captions with the photos

(a-e). Then listen and repeat the adjectives
in bold. 3 © Ш Ш Listen to three people
1 She's very talented. Her pictures are really talking about a person who helps
beautiful. And she's determined too. She tries or teaches them. What adjectives
again and again until she gets it just right. are used to describe them?
2 He's great fun, he’s so sociable he talks happily
1 Krista: never impatient, ...
with everyone, but he's really good with the shy
2 Steff:
kids too - the ones who don't want to talk.
3 Toni:
3 He's strict and he makes everyone in his class
work hard, but they love him and are very
motivated.
4 She's passionate about dancing. She loves it!
Think of a person who helps
And she’s very hard-working too. She spends
you in some way. Write three
all her free time at the dance studio.
sentences about him/her using
5 She's very easy-going. She never gets angry or
adjectives from Exercise 1.
im patient if I'm late or I haven't practised.
My big sister is very impatient.
She always gets angry with me when
Match the sentences below to adjectives in
I’m late.
Exercise 1.
1 'I don't like meeting new people, I never know Work with a partner. Discuss your
what to say.' descriptions in Exercise 4. Try to
2 'I absolutely love tennis, I think it's the best sport find three similarities between
in the world!' them.
3 'I never let my studerts speak during the lesson.
They have to listen and do what I say!' Maria's friend Lucy and my cousin
4 'I really want to win this competition and I'm Jenny are similar. They are both ...
going to do everythirg I can to make it happen!' | And they both like ...
5 'I get up at five o'clock every morning and go
swimming for three hours before school.'
6 'I really hate it when people are late and they Vocabulary bank • page 108
keep me waiting!'
 Brooke Raboutou has just turned 12
rock climbers in the world. One of her coaches explains that she's so good because
she has really strong fingers and the incredible flexibility of a child. That helps her a
lot and means she can do things older climbers have never dreamed of doing.
Brooke comes from a climbing family. Both her parents are But climbing isn't only hard work. It's fun too.
past climbing champions. Her father stopped climbing some Brooke loves climbing and when she's on a
years ago, but her mother, Robyn, who won four world cup high rock, she feels happy. Strangely, she says
titles four years in a row, is still climbing. She runs a club that when she looks down, she isn't scared. All
for young climbers in Colorado, USA and coaches Brooke she does is think how cool it is to be so small
and her teammates. Sometimes it's difficult for mother compared to the rock.
and daughter to work together so closely, but they really
respect and trust each other and Brooke says her mum is
a great coach. Brooke says that her mother gives her a lot
of good advice and is a very important part of her climbing
life. Robyn can be strict, but she is also passionate about
climbing, and she passes this passion on to her students.
Robyn says Brooke is very determined and is very good
at motivating herself. This helps her when she's facing
the challenges of this difficult sport. She is also very hard­
working. Success in rock climbing is something you have
to work at. To be a world-class athlete of any kird, you
have to push yourself and train hard and that's what Brooke
does, every day, at the club and at home. Brooke says that
climbing is always there in their lives. They even have a
climbing wall in their house!
F A C T ! The most difficult climb in the world is a
55-metre climb in a cave in Norway, created in 2013
by 20-year-old Czech climber Adam Ondra.
Reading A m agazine article
^ Work with a partner. Look at the headline for the article 5 Write three sentences about
and the photo of Brooke and her mum. Choose two personal world-class sportspeople using
qualities to describe each of them. words from Exercise 4.
You need to be very determined
2 © 1 Ш З Read the article and check your answers. How does if you want to be a successful
Brooke feel about rock climbing? Why? sportsperson.
^ Vocabulary bank • page 108
3 Read the article again and find information about:
1 what makes Brooke a good climber
2 Brooke's family and their connection to climbing
3 Brooke's relationship with her mum
Make notes about the
4 whal Biooke's mum does
questions.
5 why Brooke thinks her mum's good at her job
1 What do you think are your best
6 Brooke's thoughts when she's high up on a rock
qualities?
2 Are there any qualities you
Explore word building don't have, but you'd really like
to have? Why?
4 Copy and complete the table with words from the article.
Ask and answer the questions
noun adjective
in Exercise 6 with your
'flexibility flexible partner. Are you similar?
2 passionate f --------------------------------- ---
determination 3 Well ... I think I'm sociable and
4 hard-working. What about you?
challenging
5 successful
happiness 6 That's difficult, I think ...
20
 щ ЗЛ

Language focus 1 Reflexive pronouns and each other

1 Complete the examples from the text. ( Г л я н и м
1 They really respect and trust..... We write reflexive pronouns as one word.
2 Brooke is very determined and is very good at yourself, themselves /
motivating.... your self, them-selves X
3 To be a world-class athlete of any kind, you But we write each other as two words.
have to push .... and train hard. each other / eachother X

2 Look again at the examples in Exercise 1.

Copy and complete the table and answer © Ш Е В Complete the conversations with reflexive
the questions. pronouns or each other. Then listen and check.
1 A: How's Matias? Did you see each other over the
ajj аИйИИНИ weekend?
B: No, he's really busy preparing .... for the world
i me myself championship. I never see him!
you you '..../yourselves 2 A: Did you ever ask .... why you love climbing so much?
he him himself B: No, never, it's just part of me. But I do sometimes ask
2 .... why I have to get out of bed so early to train every
she her
morning!
it it itself 3 A: Did you and your family enjoy.... at the competition
we us ourselves last week?
they them themselves B: Yes, it was great. My mum and my uncle hadn't seen
.... for ages. It was really nice for them to be able to
spend some time together.
1 In sentence 1, who does Brooke trust? And
who does her mother trust? 4 A: Is Philly in school today? We were supposed to be
2. In sentence 2, who motivates Brooke? seeing.... at lunchtime.
3 In sentence 3, who pushes a world-class climber B: She isn't here today. She hurt.... climbing.
to work harder?

Grammar reference • page 100

When was the last time you did these things? Make
notes.
3 Match the beginnings and the ends of the • hurt yourself
sentences.
• taught yourself to do something new
1 She looked at herself с
• enjoyed yourself so much you didn't notice time passing
2 They looked at each other
• found yourself in a difficult situation
3 She's very independent and
4 The two sisters are great friends and 6 Work with a partner. Discuss your ideas from
5 My best friend moved away last year and I Exercise 5.
really miss her but
6 He walked quickly down the street, I hurt myself quite badly last
7 We work really well together and weekend when I fell off my bike.
8 Before an important climb, I always sit quietly S .-— —
on my own
a she always looks after herself,
b talking quietly to himself,
с in the mirror as she practised her moves,
d we talk to each other online every day.
e and try to focus myself on the challenge,
f help each other to focus on our strengths,
g across the busy room and smiled,
h they always look after each other.

21
 Listening A news re port
1 ^ Work with a partner. Look at the
photo and answer the questions.
1 Who are the people in the photo?
2 What are they doing?
3 Who is helping who? How are they
helping each other?

2 Listen to a news report and

check your answers.

3 Q )iH E B Read the article about the

project. Then listen again and find five
more mistakes.
secondary
great new project started at a Nottingham primary
school at the beginning of October. Once a month, older
people from the community come to the school to learn how
to use the Internet and their mobile phones. The same
come every time. So far they've all learned to share photos
on their phones and set up a Facebook page. The students
are great teachers, but sometimes they're a little impatient!
'Sometimes their explanations are too difficult!' said one
of the older people on the course. The teenagers are really
enjoying the chance to help people in their community.

4 Discuss the questions in groups.

1 Do you think these classes could work in your school? Why/Why not?
2 Have you ever taught someone older than you how to use new technology? Was it difficult?

Vocabulary Phrasal verbs (learning and socialising)

5 ф Ш Е И Match the phrasal verbs (1-8) with the definitions (a - h). Then listen and repeat the phrasal
verbs in bold.
1 A special project is bringing together students and older people. a depend on someone
2 More and more people are signing up every week. b have a good relationship with someone
3 We don't want them to think it's too difficult and give up. с create something new
4 They trust us and you know, look up to us in a way. d stop doing something
5 I've set up a Facebook page. e teach or give new information
6 Do you get on with your teachers? f respect someone
7 They're really good at passing on their knowledge. g join a class or other organised activity
8 We can always count on them to explain things simply and patiently. h help people be friendly to each other

6 Make notes about two people and two things 7 ^ Work with a partner. Discuss your ideas
from the list below. from Exercise 6.
• somebody you ... look up to / get on with / can
count on when you have a problem I signed up for karate classes, but I didn't
really enjoy it and after a month I gave up.
• something in your life that you've ... given up / set
up / passed on your knowledge o f /signed up for

^ Vocabulary bank • page 108

22

Language focus 2
Present perfect simple
Look at the examples from the listening on
page 22 and answer the questions.
• I've learned a lot of things since we started.
• We've had five meetings since September.
1 Do they refer to a time period that has
finished?
2 Do they describe a single action or a series of
actions?
3 Can we use the present perfect simple to say
how many?
Gramm ar reference • page 100
2 W rite q u e stio n s u sin g the prom pts.
1 How many times / log on to the Internet
today?
2 How many text messages / send on your
phone since this morning?
3 How many birthday parties / go to in the last
month?
4 How many text messages / receive today?
5 How many English classes / have this week?
3 ^ Work with a partner. Ask and answer
the questions in Exercise 2.
ve only logged on to the Internet
twice today. What about you?
Present perfect continuous
4 Complete the examples from the listening on page 22
then choose the correct words to complete the rules.
You . to classes for three weeks.
We2... once a week here in the school.
Have you been checking your Facebook page
every day?
Yes, I have. No, I haven't.
The examples above, ...
1 refer to a time period that has / hasn't finished.
2 talk about a single action / a series of actions.
3 say / don't say how long or how regularly an action
has been happening.
4 refer to actions we expect / don't expect to
continue in the future.
Grammar reference • page 100
5 Put the sentences in order to make a short text.
How many examples of the present perfect
continuous can you find?
Recently, I've been teaching m yself...
a at least an hour every night. I've really been enjoying it
b on my phone and I've been practising for
c. to play the guitar. I haven't been doing it for
d tutorials on YouTube! I've been watching them
e very long, just a few weeks. I've been using
... and I'm learning pretty fast!
Present perfect simple vs. present
perfect continuous
6 Write sentences with the present perfect simple
and the present perfect continuous.
1 I / study / English / for five years
2 I / have / two mobile phones / since I was 12
3 She / study / every evening / for the exam next week
4 He / have / three different teachers this year
5 We / take / four exams in the last month
6 I / read / a lot since September
ф Say it right! • page 96
Make notes about something you've been learning
to do recently. Then ask and answer the questions
in groups.
• How long have you been learning it?
• Why did you start?
• Who has been teaching you?
• How many times have you practised this week?
• What has been the most difficult thing to learn? Why?
23
 Discover Culture
1 Work with a partner. Look at the photos and
the words in the box. Describe a wedding you have been
i| 1 o or seen. How was it similar to the weddings in the photos?

the clothes the food the music the couple the decorations
the ceremony the guests the other members of the family

4 ^ Test your memory.

Work with a partner and
answer the questions.

«''Discovery
EDUCATION
1 Why do they paint the
bride's hands?
2 What preparations
2.2 A very Indian wedding do they make on the
morning of the party?
3 How does the groom arrive?
2 ОШ Watch the video. Which of the things
4 Why does the bride give the groom rice?
in the box in Exercise 1 does it show? Was it
5 Why does the couple walk around the fire?
similar to the wedding you described?

3 ©1Ш Work with a partner. Are the

sentences true or false? Then watch the video
again and check your answers.
1 Weddings in India aren't very big.
2 The bride is wearing a red dress.
3 Women paint light-coloured patterns in henna on
the bride's hands.
4 The husband dances for the bride.
5 The rice is a sign of her love.
6 The groom puts blue paint on the bride's hair.
5 © S B B Watch the video again and check your
answers.
6 Think about another traditional ceremony in
your country and answer the questions with
a partner.
1 What customs do you usually see at this ceremony?
2 What part do the various members of the family
play in the ceremony?
3 Have you ever taken part in one of these
ceremonies? Did you enjoy it?

24
Reading A blog post
^ Work with a partner. Look at the photos
of a traditional Chinese wedding. What do
you think is happening in each one?
Read the blog post. Which of the
photos best fits the story? Who is telling the
story? The bride? The groom? Someone else?
Read the blog post again. In which paragraph
(1-5) can you find the following information?
1 the food and the party Paragraph 5
2 the presents and the decorations
3 the importance of the two families
4 what happens on the morning of the wedding
5 what makes a Chinese wedding different from
a Western wedding
6 why red is so important
plore words in context
4 Match the highlighted words in the blog
post with the definitions.
1 another nice thing in addition to what
you already have
2 things you give someone on a special occasion
3 stop doing something for a short time
4 the time when the day starts
5 one after the other, in order
5 Think about the blog post. Make notes.
• Do you think the writer enjoyed the wedding?
Why/Why not?
• Would you like to go to a Chinese wedding?
Why/Why not?
• What was the last formal party or celebration
you went to? Did you enjoy it? Why/Why not?
• How do you prefer to celebrate your birthday?
With a big party or a quiet evening? Why?

6 Work with a partner. Ask and answer the

questions in Exercise 5. What kind of parties
do you both like? Who enjoys parties the
most?

A T R A D IT IO N A L CHINESE W E D D I N G
I'm going to take a break from my usual blog posts to tell you a
personal story - hope you don’t mind! It’s a love story, with a very
B eijin g
happy ending! It’s the story of my sister's Chinese wedding.
For the last five years, my sister has been living and working in China

Beijing, and just over a year ago she and her Chinese boyfriend
decided to get married. That’s where the story begins!
In China, weddings aren’t only about bringing together two people, as they are in
the West, they’re about bringing together two families. And in the case of my sister’s
wedding, two cultures. Over the past year, I’ve been helping her with the preparations and
I've learned a lot about Chinese culture, and particularly weddings!
The first thing I learned was that red is a very important colour! It brings good luck, and
everything to do with the wedding has to be red. The bride and groom wear red, the cars and
the room where the wedding party takes place are decorated with red flowers, and the gifts
(traditionally money) are given in small red envelopes.
The most important ceremonies took place on the morning of the wedding. First the
groom had to come to our hotel before sunrise. That was really early and we'd all been
up since 5 am. He asked my parents to accept him into our family and called them ‘mum’
and ‘dad’ for the first time. My parents in turn welcomed him into our family and called
him ‘son’ in Chinese. He then took my sister to his home, where she was welcomed into
his family. The rest of the day - the party with all the guests, the ten courses of delicious
Chinese food, the music and the dancing, that’s all just a bonus. But it was great fun!

F A C T ! There are more than 10 million weddings every year in China.

 Speaking Show ing concern

Real talk: How have you helped a friend through a difficult situation?

1 © Ж Ю Watch or listen to the teenagers. What did each person do to help?

Choose from the items in the box.

listened lent money made notes doesn't say gave advice

said nice things talked made them laugh has never had to help

How have you helped a friend through a difficult situation? Ask and answer with
your partner.

3 ®Ж Л Listen to Joe 5 © '1 3 Ш Listen again and check

and his friend Micky. your answers.
What is Micky's
problem? 6 ^ Work with a partner.
Practise the conversation in
4 Complete the Exercise 4.
conversation with the
useful language. ^ Work with a partner. Take
turns to say the sentences below
Useful language and respond showing concern.
1 I've lost my new video game.
How can I make you feel better? You don't need to worry.
I'm sure he'll calm down soon. What's up? 2 I'm feeling depressed.
You poor thing. I know what you mean. 3 i hate losing things.
I'm sure it will be fine. 4 I'm worried about the exam.
5 I've got a problem.
6 My dad is angry with me.
Joe: Hi Micky. \ W h a t’s u p ? .
Micky: Oh, I've just had another argument with my brother. 8 Work with a partner. Plan
your own conversation. Use the
Joe: Oh! You 2 ... thing. What was it about this time?
ideas below and Exercise 4 to
Micky: Nothing, really! He's lost a video game and he thinks I took
help you.
it. But I didn't. I don't know where it is.
Joe: Well, I'm sure he'll 3....soon. You don't need 4 .... S itu a tio n 1
Micky: No, it's not that. It's just that I don't like having arguments
Your s is te r to o k y o u r
with him.
h e a d p h o n e s w ith o u t a sk in g
Joe: Yes, I know 5..... I hate arguments too. But you used to be a n d w o n ’t g iv e th e m b a c k . You
good friends.
th in k s h e ’s lo st th e m . You’v e
Micky: Yes, I know. But now he gets angry all the time. I don't ju st h a d a n a rg u m e n t.
know what's wrong with him.
Joe: Maybe there's something worrying him. You could ask him.
Micky: Well, he has got a lot of schoolwork at the moment, before S itu a tio n 2
his final exams. Your p a r e n ts th in k y o u a re
Joe: There you are, you see! Just be patient and I'm sure it6 . . . . lazy. T h ey w an t y o u to d o m o re
Micky: Yes, I suppose you're right. h o m e w o rk a n d h e lp a ro u n d
Joe: Anyway, how can 7.... ? th e h o u s e a n d sto p g o in g o u t
Micky: Invite me round to your house after school! That will cheer w ith y o u r frie n d s . You’v e ju st
me up! h a d a n a rg u m e n t.

26
^ Writing A personal email

1 Read Phoebe's email. What did her

grandfather give her advice about?

Dear Granddad,
I’m writing to thank you for your advice about my new
school. I felt really lost at first! The work here is harder
and the teachers seemed really strict. I found some
subjects very confusing, but you were right, I just needed
to explain that to the teachers. They realised I was
determined to get better and since then they've been
helping me a lot. Luckily, I’m hard-working!

Making friends wasn’t easy. You know how shy I am, and
as it’s Year 3 they all knew each other already. I found it
difficult to join in. Your advice to smile and ask questions
worked, though. As you predicted, people smiled back!
They’ve been happy to help me and now I’ve made a
few friends. They’ve been showing me the town, and I’m
feeling really happy now! G et writing
So thanks again. I don’t know what I'd do w ithout you!
Lots of love, PLAN
Phoebe xx
5 Plan an email to a friend explaining
a problem. Use the questions in
Exercise 2. Make notes about one
2 Read the email again and answer the questions. of the problems below or use your
1 In the first paragraph, what was Phoebe's problem and why? own idea.
2 How did she feel about it? You had a silly argument with your
3 What advice did she get, and what happened? best friend and he/she stopped
4 In the second paragraph, why did she have a problem and speaking to you. You don’t know how
what was it? to say sorry.
5 What advice did she get, and what happened?

Useful language You missed basketball practice

because your granny was ill and then
Expressing how we feel the coach didn't pick you for the team.
We can use the verbs feel and find to describe our feelings.
• I felt really lost at first.
• I found some subjects very confusing. WRITE
6 Write your email. Use your notes
from Exercise 5 and the model text
3 Look at the Useful language box. Find two other to help you.
examples of feel and find in the email.
CH ECK
4 Use the prompts to make sentences with feel or find
which are true for you.
7 Can you say YES to these questions?
• Have you explained the problem you
1 meeting new people I find meeting new people fun.
had, the advice you got, and what
2 my (last) birthday
happened?
3 Maths
• Have you included more than one
4 have an argument with my friends paragraph?
5 a new phone • Have you used feel and find to describe
6 today your feelings?

27
 Vocabulary 3 Match the people (1-6) with the adjectives
(a-f).
1 Complete the descriptions of the clothes.
1 He's good at talking to people, e a determined
2 He never gets upset or annoyed. b easy-going
3 She never gives up. с impatient
4 He's quiet and not very confident. d shy
5 He gets annoyed easily. e sociable
6 She's good at art, music and dance. f talented

4 Choose the correct words.

1 a I e a t h e r jacket
NEW SKILL
We’ve set '(up)/ on a new website which brings 2about /
together people who want to learn skills with people
who can teach them. So far, 20 people have signed
3out I up. You can offer piano lessons, for example,
and in exchange, ask for someone to teach you Spanish.
It’s a good way for people to pass 4on / over their
skills. Sometimes people just give 5on / up after one
or two lessons because they don’t get 6in I on with their
3 f shoes
teacher, but on our website, you can easily change to
another teacher. Please tell all your friends about us.
We’re counting 7over I on you for your support!

^ p lo re vocabulary
5 Choose the correct words.
1 I want to cut my hair really short and have a
6 b jeans complete style(phange)/ icon!
2 My brother works as a taxi cab / driver.
3 Have you seen the graffiti on the street corner /
art over there?
4 Can I call you tonight? What's your telephone call /
number?
5 I couldn't practise because one of my guitar
strings / bands had broken.
6 My brother and I went to a motor show / industry
8 a t ________ jacket last weekend.

2 Complete the text with the words in the box.
You can use some of the words more than once.
of by on about with
We were really excited \ about; entering the online
fashion competition. I'm fascinated 2 ...fashion design
and I'm really keen 3 ...the latest British designers.
A group of us at school created some designs especially
for teenagers. We were really happy4 ... our work
and proud 5 ... our creative designs! So we were a bit
disappointed 6 ... the winning entry - it wasn't original
at all. Still, we aren't afraid 7 ... hard work and we're
ready to try again next year.
Look at the underlined words in the sentences
below. Are they correct? Change the form of
the words when necessary.
1 You need to have a lot of determined to be an
artist, determination
2 It's not always easy to be a successful.
3 A gymnast needs to be very flexibility.
4 It's important to be happy in your job.
5 I'm motivated by big challenging.
6 We are all passion about sports.

28
Language focus © Language builder
Choose the correct words to complete the
conversation.
5 Choose the correct words to complete the text

Joe: Granddad, where did you ! (use)/ used

to live when you were little?
Granddad: We 2w ouldn't / didn't use to live in a Hi Rob!
large town. We 3used to / would live Guess what? I’m learning to
in the country. 14used / w ould go to play the piano! We ’. с . an old
school by bike. piano in our house for ages
Joe: Did you 5use / used to wear a uniform? because my dad2... play in a
Granddad: Yes, we 6w ould / did but 17didn't use rock band when he was younger. In those days, they3...
to / w ouldn't like it very much! to have any electronic equipment like they do nowadays.
Joe: sDid they use to / W ould they be very Anyway, he4... the piano for years, and 15 about
strict at your school in those days? learning to play until last week when I saw a TV program
about teenage musicians who have recorded6... and
Granddad: Oh yes! They 9used / w ould get very
put their video clips on YouTube. Some of them7. ... really
angry if we didn't obey the rules, and
famous! So I’ve been trying to teach8 .... My dad says
we lcw ould / use to have to stay late
19... some progress, but my mum says the house,0....
at school or do extra homework.
be a lot quieter! What’s going on with you? Tell me your
news! We should write to,1.... more often!
2 Complete the text with the correct form of the Cheers!
past simple or past perfect. Use the verbs in Lisa
brackets.
I had a terrible day yesterday! I '.g o t. (get) home at
5 pm and 12 ... (not finish) my dinner when the phone 1 a 've been b 'd been с 've had
3 ... (ring). It was Annabel. 14 ... (forget) that we 5.... having having
(arrange) to go to the cinema together! So 16 ... (run) 2 a use to b used to с used
out of the house and 7 ... (take) a taxi to the cinema. 3 a didn't use b hadn't used с didn't used
Five minutes too late! The film 8 ... (start) and :hey9 ... 4 a hadn't been b hadn't touch с hasn't
(not let) me in! touching touched
5 a hadn’t thought b haven't thought с don't think
3 Complete the sentences with reflexive 6 a myself b yourself с themselves
pronouns or each other. 7 a have become b is becoming с are become
1 Flow often do you look at .yourself , in the mirror? 8 a each other b myself с themselves
2 Can we help.... to some more cake? 9 a 's been b 've made с was making
3 Martin taught.... to play the guitar. making
4 Joao and Joanna talk t o .... on Skype™. 10 a use to b would с used to
5 Gabriella's parents have bought.... a new car. 11 a themselves b ourselves с each other
6 I hurt.... when I fell over yesterday.
7
8
This light turns.... on when it gets dark.
Gabriella hurt.... when she was playing tennis. О Speaking
6 Match the sentences.
4 Complete the conversations with the correct 1 Do you think this T-shirt suits me?
form of the present perfect simple or present 2 You look sad. What's up?
perfect continuous. Use the verbs in brackets. 3 Are those jeans your size?
4 I'm really upset about it.
A: How many emails ’ haveyou se n t (you/send)
today? 5 Where are the changing rooms?
В: 12 ... (not send) many - just ten or twelve! a I've lost my new headphones,
b No, they don't fit very well,
C: How long 3.... (you/go) German classes? с Over there, on the left,
D: About a month, but 14 ... (learn) a lot already! d Yes, you look great!
e You poor thing.
E: 15 ... (listen) to a new band quite a lot recently -
the 4tunes.
F: Really? 16 ... (not hear) of them before.

29
 insectrriobiie p33
The young and
the brave p36
Saving up for
something special p38
CLIL A cool
experiment p117
УО С& Ы И н гу
* Training and
qualifications
< Expressions w ith take
с Achievements
< Words in context
I A il (lU fiijft fc .r ur.
fi be going to and present
tenses fo r the fu tu re
с Predictions w ith be going
to, will and may/might
( Future continuous
BE CURIOUS
I can ...
talk about careers and training,
understand a personal profile and a
newspaper article about special young feeling
people.
talk about future plans and make
predictions about the future,
understand a discussion on a radio news
programme.
use appropriate phrases to discuss options
and make decisions
write an opinion essay.
Vocabulary Training and q u a lifica tio n s
1 p i Work with a partner. Look at the photos.
How are they connected with learning and teaching?

2 Q d D E ] Match words from each box

to make new phrases. Then listen,
check and repeat.
university work application
part-time entrance training
Job refers to a specific position or
profession.
My uncle's offered me a part-time work
job in his cafe.
Work refers to the action in general.
career
It's a really interesting jerb work.

experience form degree path

course fees exam
5 Make notes about two people
university degree, entrance exam,
you know.
university exa m ...
* Someone who has already finished his/
3 Which expressions do you associate her education and started work. What
kind of studies did he/she do?
with ...
• Someone who has finished school but is
a qualifications?
still studying. What kind of studies is he/
b practical training? she doing?
с both?
6 Work with a partner. Discuss the
4 © M ill Listen to two people talking people you know in Exercise 5. Whose
about their plans after they leave studies sound most interesting? Why?
school. Answer the questions. What would you like to do after
1 What job do they want to do? finishing school?
2 Which words or expressions from
^ Vocabulary bank • page 109
Exercise 2 do they use?
31

Reading a p ro file
^ Work with a partner. Look at the photo
of Claudette. What is she doing? How do
you think she is different from other teens?
2 0 )Ж § 2 Read Claudette's profile and check
your answers.
3 Read the profile again. Are these sentences
true or false? Correct the false sentences.
1 Claudette's plan to restore the car is very recent.
2 Her parents gave her money to restore the car.
3 Her first trip in the car will be to go home.
4 She has done all the work alone.
5 Claudette plans to continue studying
engineering when she leaves school.
6 Claudette hopes her story can encourage other
girls to be engineers.
^E^plore expressions with take
4 Match the expressions from the profile with
the synonyms below.
take advice take up take place
take time take exams
v
1 have a test 4 do what somebody
2 happen suggests
3 begin 5 not to hurry
5 Complete the sentences with the correct
form of the expressions in Exercise 4.
1 I always take advice from my teachers, they
know more than me.
2 Sometimes you have t o .... to make a decision
so you are sure it's the right one.
3 I want t o .... a job in engineering or architecture
when I leave school.
4 Every year, a job fair.... in my school. You can
learn a lot about different professions.
5 Everybody has t o ...., that's the problem with
going to school!
^ Vocabulary bank • page 109
Work with a partner. What do you think of
Claudette's career choice? What would be
your ideal career? Why?
/ \
I don’t like Claudette's choice, because I
don't like working with my hands.
32
HO M E j ARTICLES { BLOG
MEET 13-YEAR-OLD C LA U D E T TE
M U N O Z FROM A LA S K A !
C laudette is a typical hard-w orking teenager
- she studies and takes lots of exam s. But
th ere’s som ething that m akes her different.
Sh e ’s getting a sports car for her next
birthday, but, unlike m ost kids her age, she’s
building it herselfl
W e spoke to Claudette about her dream car. ‘Back
when I was 12, I decided to restore an old car so
that I could drive it on my 14th birthday. Well, I’m
13/2 now, so I have six months to go ... I’m going
to start driving lessons as soon as I can!’
Her mum explained how she did it, ‘She used the
money she made working as a dog walker and
bought an old Chevrolet Corvette. It’s not the kind
of car a teenager usually chooses but then, she
isn’t a typical teenager! She’s worked really hard to
restore it and on her 14th birthday she’s going to
drive that dream car to school.’
So far, Claudette has done everything herself and
has fallen in love with the idea of being a mechanic.
After taking advice from her teachers, her plans to
train to be a mechanical engineer are now starting
to come together. W e asked her about the part-
time training course that she’s taking soon, ‘My
course starts next week. It takes place at a local
college and lasts for three months.’ But she’s
taking her time - it’s only the first step. She wants
to study for an engineering degree at the Alaska
Institute for Technology. ’I know it’s a strange
ambition for a 13-year-old girl, but I want to be an
engineer and design cars.’
Car design is a male-dominated
world and few women
choose to become
mechanical engineers.
Claudette is the only
woman interested in
her town, but she hopes
her story will encourage
more girls to take up
what she thinks is
an ideal career.
Language focus 1 be going Choose the correct form of the verbs in the
text below.
to and present tenses fo r the Aaron Lucas is 21 and he's always dreamed of being a
train driver. Today is his first day at work and Sheffield
fu ture is his first destination.
The train ’leaves / is leaving London St Pancras at
1 Complete the examples from the text. Then 2.30 and 2is arriving / arrives two hours later. Next
complete the rules with be going to, present
week, he 3's going to drive / drives trains further - to
simple and present continuous. Newcastle, Edinburgh and Aberdeen.
• I'm going to start driving lessons as soon as I can. And the good news is that he 4doesn't travel / isn't
• She that dream car to school. travelling alone, the whole family ’T ake / are taking
• I'm starting my holidays next week. the train with him on his first day. He 6's going to
• She2 ... a sports car for her next birthday. w ork / works all week, but for them it's a holiday!
• The degree course lasts for three years.
• My course3 ... next week. Complete the sentences with the correct future
form of the verbs in brackets.
We use4 ... for future plans and intentions. 1 My holidays.... (start) soon, hooray!
We use 5.... for arrangements at a specific 2 My class.... (finish) at 6 pm, but I have to stay late.
time in the future. 3 I .... (not study) anymore when I'm 1 8 ,1want to
We use6 ... for scheduled future events. start work.
4 I .... (see) the dentist tomorrow at 4 pm, I'm scared I
Grammar reference • page 101 5 I .... (not meet) anybody after school this week,
I have to study ©!
? Match the beginnings and the ends of the 6 I .... (learn) Chinese, it's the language of the future.
sentences.
I'm very nervous because d Which of the sentences in Exercise 4 are plans?
Are any of the plans true for you? Change them
I'm not feeling well, so
so that they are true.
Oh, no ... my exams
I’m meeting my friend Antonio after school on
It's Sunday afternoon, so
Thursday. Were...
The academic year
In the summer holidays
starts next week,
begin on Monday. 6 Make notes about five plans you have for the
I'm going to have Chinese lessons. next week.
I'm taking my driving test tomorrow.
I'm not going to the party.
7 Swap your plans with a partner. Then ask for
more information about each plan.
I'm meeting some friends for a coffee.

What are your plans for next week?

к

On Saturday, I'm meeting my friends ...

----------------------------------------------------------

What would
W hat insect

««Discovery
3.1 Insectmobile

33
 Listening A discussion
^ Work with a partner. Look at the
photos and answer the questions.
1 What can you see in the photos?
2 What do you think is the connection
between the girl and the flip-flops?
3 What's special about her flip-flops?
@ K 1 0 Listen to a discussion on a
radio news programme and check
your answers.
Q u o Read this short profile of
Madison Nicole Robinson, better
known as Madison Nicole. Then
listen again and find five more
mistakes.
FishFlops® are an amazing
new fashion. Teenager
Madison Nicole had the idea
for FishFlops® at the age of
43 and started her business
immediately. She developed
the whole project herself and
sold 70,000 pairs in her first
year. The FishFlops® sold for
£25 a pair. This is how she
became a millionaire. But
she’s not greedy, she also
helps charities. For example,
she gave away 15,000 pairs
of FishFlops® to people in
need. She also does other
voluntary work to support the
community. Sometimes, she
signs them and donates them
as well.
34
Vocabulary Achievem ents
4 О Ш Look at the expressions from the radio
programme. Which ones are about a) money, b) fame,
c) work and d) helping others? Then listen, check
and repeat.
1 She started a business when she was 13.
2 She's made a fortune, 60,000 pairs at $25 a pair!
3 She's become a m illionaire.
4 She'll be w inning awards for her business idea.
5 She's developed the project herself.
6 She does voluntary w ork in the community.
7 I bet she's going to break records, too ...
8 It's great to support the community.
5 Complete the sentences with the correct form of
expressions from Exercise 4.
1 I don't want to become a millionaire_, I'm not interested in
money.
2 I'd like t o .... locally, you don't need to travel to help others in
need.
3 It's hard t o .... if you don't have any original ideas.
4 My neighbour.... selling T-shirts she made in her garage -
£20,000!
5 She.... for that design, it was a well-deserved prize.
6 I don't want t o .... myself, it's too much responsibility.
6 Look at the achievements in Exercise 4 and put them in
order of importance for you. Discuss your ideas with a
partner.
I think that winning awards is the most
important thing for me.
С Really? I don't agree. I think
ф Vocabulary bank • page 109
Language focus 2 Predictions Future continuous
w ith be going to, w ill and may/might 4 Complete the examples from the
listening on page 34. Then choose the
1 Complete the examples from the listening on page 34. correct words to complete the rules.
Then match the beginnings and the ends of the
sentences to complete the rules. Everybody ’.... them on the beach this
summer.
'II win 's going to be will be might become She2.... awards for her business idea.
He won't be doing much voluntary
1 It's on the front page of all the local papers, it.... today's top work this year, he's too busy.
story. So, will you be buying a pair of fish-
2 She .... the richest teenager in the States, I don't know. flops, Glenda?
3 Yes, she should, I'm sure she.... I Yes I will. No, I won’t.
4 Meanwhile, her FishFlops®.... the latest fashion.
We use the future continuous to make
1 We use be going to a to show that we are not sure about a
predictions about the future / give
2 We use will prediction.
opinions.
3 We use may b to make a general prediction, or to give
or might an opinion about the future. We use / don't use the future
с to make a prediction based on evidence. continuous with state verbs.

Grammar reference • page 101 Grammar reference • page 101

Look at the pictures. What is going to happen? Use the 5 © Я Ш З Put the underlined words in
verbs in the box to make predictions. order to complete the text. Then
listen and check.
rain fall over slip score By 2050,
... experts think that do in g / b e / w i l l/ w e

©
everything via our smartphones. They say
that 2speakina/we/be/will with operating
systems all the time, so 3alone / won't / we /
* * и
be!
... “learning / be / won't / we English
anymore, because 5know / everybody / it /
will.
... 6have/won't/we cars that use petrol,
7be/will/driving/we greener vehicles.
... 8longer / we / living / be / will, because
discovering / doctors / be / will new
medicines all the time.
... 10won't / life / be / better but it will be
very different!
1 I think the bricks are going to ... © Say it right! • page 96

3 Choose the correct form of the verbs in the sentences

below.
1 I hope I 'II make / m ight make a fortune when I'm older. Work with a partner. Look at the
2 A: Look! She 'II win / 's go in g to win the race. predictions in Exercise 5. Which are
B: Well... She m ight win / w on't win, but I'm not sure. positive and which negative? Which
3 He doesn't look very well, it looks like he 'II faint / 's going to do you agree with?
faint.
4 A: Look at the blue sky! It 'II be / 's going to be a lovely day. Think about your own life in the next
B: You never know, the weather is going to change / may 30 years. What will you be doing?
change quickly. Compare your ideas with a partner.
5 All my friends will / may be at the party tonight I expect.
Only Ben can't come. I think I'll be working in a bank ...
~1S

35
1 Ф Work with a partner. Look at the photos
and answer the questions.
1 What's the difference between the two horse
races?
2 Where do you think the two photos were taken?
Why?
3 What is special about the race at the bottom do
you think?
Find out about the Naadam festival horse race.
4 О Я Ш Complete the text with the words in
the box. One word is repeated. Then watch
the video from 02.02 to 02.28 and check your
answers.
courage balance strength
They'll need incredible ’.... and 2 ... to stay on their
horses. When their horses get tired, the children sing
to them. Who is the winner of this year's race going to
be? We don't know yet. But it is the children's3.. .. and
4 ... that make them all winners.

^Discovery P П 11Г A T Ю M
5 Ask and answer with your partner.
1 What most surprised you about the video?
2 What images have stayed in your mind?
2 © Ш В Watch the video without sound. 3 What else would you like to know about the
Put the images you see in order. Naadam festival?
a horse riders doing tricks
It surprised me that the winner was not
b children with horses in a field
important...
с horse riders with flags
d children racing on horses
e skyscrapers
6 Have you or has someone you know competed
in a race? What was the sport? What skills/
3 © Ш 0 Watch the video with sound. Are the qualities did they need to do the sport?
sentences about conventional horse races or
the Naadam festival horse race?
1 horse riders are usually adults
2 horse riders can be as young as five years old
3 races last about 2 kilometres
4 races last 30 kilometres
5 they ride with saddles
6 they ride without saddles
YOUNG
OF THE YEAR Г—
AUSTRALIAN
L— — _ Other winners include the swimmer

AWARD A u stra lia

IT^feggpf
,.ш:
ШШ
ian ThorPe- Like many sportspeople,
Thorpe started very young. At tne
a9e of 14, he became the youngest
male ever to represent Australia
Do you know somebody who ~~- ie ;: . and his victory in the 1998 Perth
has done something special? Should they win a /г; jj World Cham pionships made him the
prize for it? Well, if you’re Australian, every year you if ! youngest ever individual male World
can recommend a fellow Australian for an award. m f i в Я Ш - 'Я Я Champion. Thorpe won the Young
The Young Australian of the Year Award is for young I К § Ж Ш ж Australian of the Year award after
people between the ages of 16 and 30, and for ; И ' Д К breaking records and winning gold
personal, academic or professional achievements. If medals at the Sydney Olympics.
There are so many recommendations, it’s virtually Meanwhile, other prizes have
impossible to know who will win, so the vote is very gone to people of great bravery. Trisha Broadbridge
exciting. Each of the 8 states selects 4 people, so the became famous in Australia for surviving the 2004
winner is chosen from a shortlist of 32. tsunami in Thailand. Her
One winner, Akram husband sadly died in

J
Azimi, worked with the tragedy. She set up " ..
Aboriginal communities the Broadbridge Fund, Ш
in remote Western a charity which helped
to build the Broadbridge
Education Centre on | . 'i Q y d l W j k j
____________ ____ Australia. This is
Thailand's Phi Phi island. ЩЩ. \ J
amazing because he
: arrived in Australia The award is announced Щ
:Щ И as a refugee from on the eve of Australia Day
Afghanistan when he (26th January) and is very
w as^USt 13’ s0 En9lish popular with Australian people. On the night of the 25th,
-^1 | Ш is not his first language. the nation will be watching to find out this year’s winner!
OgS Akram used his natural
j/ B skills as a leader to
^ help young people
S ШI ■ I work and stuciy in rural F A C T ! The 2014 award was given to swimmer
Н » я ! -Ш Jacqueline Freney, who was born with cerebral palsy. She
won eight gold medals at the London Paralympic Games.

Reading A new spaper article

^ Work with a partner. Look at the photos plore words in context
and answer the questions.
Match the highlighted words in the article
1 What do you think these people have in commor
with the definitions.
2 What do you think they have achieved?
1 a small number of candidates for something
3 Which person do you think is famous for doing
sport? Why? What sport do you think he/she is 2 almost
famous for? 3 far away
4 someone who has been forced to leave their
2 ©ШЕЗ Read the newspaper article and check country
your answers. 5 someone who is in the same situation as you

3 Read the article again and answer the

questions.
1 Why is it difficult to predict the winner of the
5 Think of somebody in your country who
deserves a prize. Who is it? What have they
award?
achieved? Make notes.
2 How many finalists are there each year?
3 Why is Akram Azimi's achievement so great?
6 Work with a partner and discuss your ideas.
4 What did Ian Thorpe achieve at 14?
Whose is the biggest achievement? Why?
5 Who was able to do something good after a bad
experience? My cousin won a national athletics
6 Why is the date of the awards ceremony so competition when he was fifteen!
special?
37
 Real talk: Are you sa vin g up fo r som ething special? W hat?

1 0 * 1 3 Watch or listen to the teenagers. Complete the sentences with what

each person is saving up for.
1 Concert..., for her.... 4 Saving up for.... in two years, and travel.
2 A .... guitar. 5 A .... with his friend's family.
3 A second-hand .... if his parents agree.

2 ^ Are you saving up for something special? What? Ask and answer with your partner.

3 Qwm Listen to Bella and Joseph discussing giving

money to a charity. What do they decide to do?

4 Complete the conversation with the useful language.

Useful language
How shall we decide, then?
I was thinking of ...
We need to decide ...
Personally, I'd rather...
I think the best way i s ...
That's a good idea, too.
What kind of thing do you
suggest?

Bella: Joseph! We have to make a decision about the class

cake sale next month.
Joseph: Mm m.1,. We need to decide who to give the
money to, right?
5 Q ua Listen again and check your
answers.
Bella: Yes! I w a s 2 ... Oxfam or UNICEF. What do you
think?
6 Work with a partner. Practise the
Joseph: I think a local charity would be better.
conversation in Exercise 4.
Bella: Right. How about the animal sanctuary? I know
someone who works there.
Joseph: Personally,3. ... support an organisation that helps
7 Which of the phrases in Exercise 4 is ..
young people. a giving an opinion?
Bella: OK! 4 ... do you suggest? b suggesting something?
Joseph: Well, my sister is a volunteer at a disabled teenagers с asking for the other person's opinion?
club. They organise social activities and weekend
trips. 8 ^ Work with a partner. Plan your
Bella: Yes, that's s...., too. own conversation. Use the ideas
Joseph: My sister says they're always looking for donations. below and Exercise 4 to help you.
Bella: So is the animal sanctuary. They help animals whose
Decision to be made: How to raise
owners didn't look after them.
money for the class end-of-year trip.
Joseph: Mmm. That's a good cause, too. H o w 6 .. ., then?
Bella: I think7.... to vote in class. Possibilities: a sponsored cycle ride;
selling lottery/raffle tickets with a prize;
Joseph: Yes, I agree. Let’s do it tomorrow.
selling food at school break time; a
collection in the town square.

38
^ Writing An o p in io n essay

Look at the title and read the essay. Does the

writer agree or disagree?

Whereas my grandparents left school at 14, nowadays the minimum age

in many countries is 16, and increasingly, 18. However, I believe it might
not be the best idea to make everyone stay at school until they are 18.
Firstly, although those students who want to go to university will stay
at school until they are 18, not everyone enjoys studying. There are
other options for people that aren't going to go to university, and many
young people would rather look for work, do a training course or get
work experience where they can learn practical skills which will hejp
them to find a job.
In addition, there is the problem that some over-16s who don’t
want to stay on at school will behave badly, and as a result will create
problems for everyone else in their class.
In conclusion I’m against it, at least until schools can provide a wider
range of training courses and work experience.

Read the essay again and identify which paragraph each

of these points is in.
a an argument in favour of your opinion
b the situation now and in the past Get writing
с a personal opinion (two paragraphs)
d a summary of the arguments PLAN
e another argument to support your opinion
5 Plan an essay for one of the
Useful language titles below. Use Exercise 2 to
help you decide what to put in
Linking phrases each paragraph.
We use linking words and phrases to show contrast:
Whereas my grandparents left school a t ... All pupils should be taught practical
or to show the order of arguments: skills at school, like cooking or
Firstly, although those students who ... driving.

All school leavers should do three

Look at the Useful language box. Find two other words months work experience.
that show contrast and two other phrases that show
the order of arguments in the essay.
W RITE
Complete the sentences with the phrases in the box. 6 Write your essay. Use your
notes from Exercise 5 and the
however firstly in conclusion in addition whereas model text to help you.
although
CH ECK
1 You could work as a waiter,. . . there are other options.
2 .... getting a part-time job is a good idea, students may not be 7 Can you say YES to these
able to study enough. questions?
3 Learning how to cook is common,.... learning car mechanics isn't. • Have you included all the essential
4 ... ., I agree that learning practical skills at school is useful, and information from Exercise 21
to this, it's fun! • Have you used linking words and
5 .... I agree with all pupils doing work experience. phrases to show contrast and
show the order of arguments?
39
Oil from goats? p43
Fruits of the sea p46
Cooking for your
family p48
CLIL You are what
you eat p 1 18
Cooking verbs
Words in context
Adjectives describing
food
Prepositional phrases
First conditional w ith if,
when and unless
Second conditional w ith
could and might
BE CURIOUS J
I can ...
talk about how to prepare simple dishes,
understand short online texts and an
online article about different foods,
discuss possible and im aginary situations
in the present and future,
understand a game show where people
describe food.
give instructions on how to make a dish,
describe a local dish.
Vocabulary Cooking verbs
1 © u s Match the verbs in the box with the photos (a-j).
Then listen, check and repeat.

Match the foods in the box with

the verbs in Exercise 1 to make
instructions. 4 Ask and answer with your partner.
1 Do you ever do any cooking?
eggs bread cake cheese pasta
2 What can you cook?
chicken steak onion garlic
3 What was the last thing you cooked?
tomatoes sauce butter

fry eggs, boil eggs, fry chicken ...
Q u o Listen to someone
explaining how to make a dish. Copy
and complete the table below. Would
you like to try it? Why/Why not?
5 Choose a simple recipe you know.
Explain how to cook it to your
partner.
I can make cheese on toast! First,
you grate some cheese ...

© Vocabulary bank • page 110

 DANGEROUS T0 0 DS?
Everyone knows that chopping onions can
make you cry. It's because onions release
a toxic gas when you cut them or fry them.
When the gas gets into your eyes, your body
produces tears to wash it out. So, next time
you chop an onion, do it under a running
tap. If you cut the onion under running
water, the gas won't get into your eyes!

Did you know that peanuts are poisonous

for dogs and can be very dangerous
for humans too if you are allergic to
them? Even the smallest piece
of peanut can cause a very
\ bad reaction. If one day you
' i f f * hove an allergic reaction
л.>• to a peanut, you will
PPSC need to get to a
^ * * * ' *» hospital as quickly
w x, as you can!

The 'fugu' is the world's most poisonous fish - and it's also
one of the most expensive! It's a delicacy in Japan, but
eating the tiniest drop of the toxins in its intestines can kill
you! Specially trained fugu chefs learn how to slice the fish
very carefully to avoid any contamination. If you are ever in
Japan and want to try fugu fish for yourself, you'll have to be
very careful! You'll need to make sure you go to a restaurant
that has a ’fugu certified' chef unless you want it to be your
last supper! >
F A C T ! In the Second World War, doctors used ithe
water in green coconuts to replace blood plasma.
Reading Short o n lin e texts
Work with a partner. Look at the photos. plore words in context
What kind of food can you see in each image? 4 Match the highlighted words in the
How dangerous do you think they could be? Why?
webpage with the definitions.
1 long tubes that take food from
2 Q m m Read the webpage. Order the food from the
your stomach
least dangerous to the most dangerous.
2 a food which people think is very special
3 having an extreme reaction to specific
3 Read the webpage again. Copy and complete the table.
types of food
4 poisonous
Possible dangers Advice
5 serious
onions Chop them under2.

peanuts They are poisonous as soon

fo r3.... and they can Ask and answer with your partner.
cause a bad4. ... in some 1 Are you going to change any of your
humans. eating habits after reading the article?
They are extremely6 Only eat fugu fish that 2 Would you try fugu fish? Why/Why not?
has been prepared by 3 Do you know about any other foods that
a(n)7..... can be dangerous?
It can give you a serious Don't let it get in
contact with your9,

42

Garlic has a lot of positive qualities.
Throughout history people have
believed that it has powerful medicinal
uses. It can also protect you from
mosquito bites. I always get mosquito
bites in summer, so when I go on
holiday this year. I'll make sure I eat lots
of garlic! But don't put fresh
garlic on the bites! Fresh garlic
is very strong and a slice of
garlic can give you a severe
burn if it is in contact
with your skin!
Language focus 1 First
conditional w ith if, when and
unless
Complete the examples from the text.
Then match the missing words with the
meanings (a-c).
1 .... you are ever in Japan and want to try fugu fish
for yourself, you'll have to be very careful!
2 You'll need to make sure you go to a restaurant
that has a 'fugu certified' chef.... you want it to be
your last supper!
3 .... I go on holiday this year, I'll make sure I eat lots
of garlic!
a This introduces a situation in the future that you are
sure is going to happen,
b This introduces a situation that is possible in the
future, but you're not sure it's going to happen,
с This introduces a situation in the future that means
the consequence won't happen.
Don't use will after if, when or unless.
If you wtH eat too many carrots, your skin will turn a
light orange colour! X
©KED Complete the conversation using if,
when and unless or the correct form of the
verbs in brackets. Then listen and check.
Julia: Hi Marie! How’s the food going? Do you
need any help?
Marie: Yes, please! \ .,. you 2. .. (finish) preparing
these sandwiches, 13 . . (put) the drinks on
the table.
Julia: Anything else?
Marie: Ye s,4 ... the guests arrive, they'll need to
put their coats somewhere. Do you think
you can do that for me?
Julia: Yes, sure. We 5 ... (put) them in your room,
on the bed,6 ... you want me to put them
somewhere else?
Marie: No, on the bed is great! Oh ... and 7.... I
get my CD player,8 ... (you/choose) some
CDs and put some music on in the living
room?
Julia: Of course! A great party needs great
music!
4 Organise a special dinner for your friends. Use
sentences with if, when and unless. Decide
who w ill...
« do the shopping. • prepare the
* prepare the food. decorations.
If you make the starters, I'll prepare the main course.
-------------------------------
When the starters are ready, I'll ...

Grammar reference • page 102 I'll ... , unless you want to do it!

Match the beginnings and the ends of the

sentences.
1 When she finishes
her exams,
2 If he fails the exam,
3 My mum won't let
me go out
4 Unless you hurry up,
5 I'll call you this
evening
6 If I get home before
10 pm,
a he may be really
disappointed
b when I get home,
с she'll be so happy!
d I might call you.
e unless I finish my
homework,
f we'll miss the bus!

43
 Vocabulary Adjectives
describing fo o d
1 © ж з га Match the adjectives in bold with the
definitions (a-j). Then listen, check and repeat.
1 I can't eat this soup, it's too salty!
2 Mmm, these strawberries are delicious! I love them!
3 Quick, give me some water, this sauce is really
spicy! My tongue's on fire!
4 I'm sorry, but I can't eat this. It's totally disgusting!
5 Mmm ... did you forget to put salt on the pasta? It
tastes very bland.
6 Wow, this cake is very sweet!
7 I don't like fried mushrooms, they're too slimy.
8 Yuk, this coffee hasn't got any sugar in it! It's really
bitter!
9 Have you tried these apples? They're great, so
crunchy!
10 I don't really like chocolate or cakes, I orefer
savoury snacks like nuts and crisps.
a It has a lot of sugar in it. sweet
b It has a lot of salt in it.
с It tastes hot in your mouth,
d It doesn't taste good,
e It tastes very good,
f It doesn't taste of anything in particular,
g It's hard and makes a noise when you eat it. 5 ©KSE3 Listen again and copy and complete
h It's soft and oily and not very nice! the notes for each dish.
i The opposite of sweet,
j It's not made with sugar. Main Country o-f Adjectives
ingredients origin u se d to
^ Vocabulary bank • page 110
describe th e
dish
2 Which adjectives in Exercise 1 describe a) taste, 1 лjelly-fish / bChina. / С
b) texture (how they feel in your mouth) and onions Japan /
c) a good or bad opinion? Vietnam
taste - s a lty ...
Z 1 ears / e France. /
cockscombs Italy / Spain
Listening A gam e show 3 4 chilli h Colombia. / i-
3 ^ Work with a partner. Look at the photos. peppers / Korea. / Mexico
Use adjectives from Exercise 1 to describe grasshoppers
each dish.

4 © Ю Ш Listen to a competition where people

taste the three mystery dishes
in the photos. Which dish 6 Ask and answer with your partner.
the most popular? 1 Would you like to try these dishes? Why/Why not?
2 Have you ever eaten an unusual dish or seen
someone else eating something strange? What
was it? Did it taste good?
3 Do you like trying new foods? Why/Why not?
4 What's your favourite dish? What does it taste like?

44
 3 Choose the correct form of the verbs in the
sentences below.
1 I never ate / could never eat snake unless I was /
'd be very hungry!
2 You w ould like / W ould you like to taste jellyfish
salad if you go t / 'd get the chance?
3 If I had / 'd have to choose between giving
up chocolate or pizza, I gave up / 'd give up
chocolate!
4 If I was / 'd be a fugu chef, I was / m ight be a
little worried about poisoning my customers!
5 Unless I picked / 'd pick them myself, I never
ate / 'd never eat wild mushrooms. They could be
poisonous!
6 If someone offered / w ould offer you food you
didn't like / w ouldn't like, what you w ould say /
would you say?

4 Write second conditional questions using the

prompts.

Language focus 2 Second 1 What / do / if / forget / your mum's birthday? What

would you do if you forgot your mum’s birthday?
conditional with could and 2 What / say / if / a friend ask / you to lend her some
money?
might 3 If / you can live / anywhere in the world / where /
1 Match the beginnings and the ends of the like / to live?
sentences from the listening on page 44. 4 If / you win / the lottery / what / do / with the
money?
1 If I saw it on a menu, a if you had the
5 What advice / you give / your friend / if he / be
chance?
worried about his exams?
2 I wouldn't eat it again b I might eat it again,
6 If / you not need / to study this evening / what / do
3 Would you eat it again с if you offered it to
instead?
me.
4 i could eat that again d if you paid me! ® Say it right! • page 96

Look at the examples in Exercise 1 and 5 ^ Work with a partner. Ask and answer
complete the rules with the words and phrases the questions in Exercise 4. Add two more
in the box. There are two that you don't need questions using your own ideas.
to use.

could present simple at the end might

in the middle would past simple will Work with a partner. Write two lists of food.
• Food I would never eat no matter what!
1 To form the second conditional, use if +.... for
• Food I would eat in order to survive on a desert
the situation, and w ould,.... o r .... for a possible
island.
consequence.
2 To form questions, use (question word) + ....+
Work with another pair. Compare your
subject + verb, e.g.
answers then choose the five most disgusting
What would you do if someone offered you a slice
foods you know of and the five most delicious.
o f fried snake?
3 If can come at the beginning o r .... of the I could never eat jellyfish
sentence/question, e.g. It sounds HkniKtinnl
If I paid you, would you try it? S / - -
Would you try it if I paid you? "\
Me neither - yuk! And what
about grasshoppers?
Use the second conditional to talk about situations that V, ^
are real / imaginary.

Grammar reference • page 102

45
 Discover Culture
E D Work with a partner. What do you know
about Japan? Think about the topics in the box

geography food people work entertainment cities sport

“SSSJ
'»4НМГ !II:
i^aunij
яиИ

© к н Watch the video again. What are

the numbers, times and places in the box
referring to?

10% over 80 at night

deep water of Northern Japan over 40,000
restaurants and supermarkets

««DiscoveryP П II Г A T I О M J ■
© K B Work with a partner. Match the fish to
the facts. Then watch the video from 01.12 to
4.2 Fruits of the sea 02.02 and check your answers.

2 Q w m Watch the video. Which of the topics

in Exercise 1 does it talk about?

3 © KB Watch the video again and choose the

best summary.
1 People in Japan live a long time because they eat
so much fish.
2 The sea plays a very important role in the lives and a It's one of the most popular fish in Japan,
diet of the Japanese people. b It's full of protein and vitamins,
3 The Japanese eat more fish than any other nation с They live close to the shore,
in the world. d They live further out in deeper water,
e They like the lights on the boats.
4 Test your memory. Which images below did
you see in the video? Think of three more
images you remember from the video.
the islands and seas old people being 7 Think about the video. Did you learn anything
surrounding Japan active new about Japan?
modern skyscrapers fishing boats
and cities 8 Ask and answer with your partner.
tuna, squid and
traffic in the busy shellfish 1 Is fish or seafood an important part of your diet?
cities fresh fish in a Why/Why not?
young people having restaurant 2 What is the most popular food in your country?
fun Do you like it? Why/Why not?
Reading An o n lin e article
Work with a partner. Look at the photos. What 5 Complete the questions with the
kind of food can you see? Where do you think the prepositions and underlined phrases in
foods come from? Exercise 4.
1 What do busy people in cities eat when they
2 ®IZZ3 Read the online article about food from are.... ?
different countries and check your answers. 2 Is your country surrounded by sea o r .... ?
3 What is the most important ingredient in
3 Read the article again and identify the countries. your country's food? Can you prepare it .... ?
1 The most common food in this country is neat. Mongolia 4 In your town, is there food for sale.... ?
2 This country has no coast. Vocabulary bank • page 110
3 They eat rice cooked in a special way in this country.
4 They cook food on hot rocks in this country.
5 This country has a lot of volcanoes.
в Work with a partner. Ask and answer the
implore prepositional phrases questions in Exercise 5.
Choose the correct words. Then check your answers
Discuss the questions.
in the article.
1 What are the main influences on food in
1 A country surrounded b y / f o r land, like Mongolia,
your country?
depends on meat.
2 Is traditional food popular in your country or
2 It is eaten in / o n a number of different ways.
do people prefer food from other countries?
3 With our busy modern lifestyles where everyone is always
3 Where and when do you usually eat street
in / o n the q o . street food is the obvious answer.
food? What kind do you prefer? Why?
4 From Turkish simit bread sellers in / o n the streets of
Istanbul to Thai noodle carts in Bangkok. The main ingredients are typical
Mediterranean ingredients ...

WHAT INFLUENCES THE FOOD ON YOUR PLATE?

The food we eat is influenced by so But we can't always wait five
many things: our geography, our hours for our food. With our busy
nistory, our climate and our lifestyle. modern lifestyles where everyone
So just as a country surrounded is always on the go, street food is the
by sea, like Japan, is a nation of obvious answer and each country has
nsh-eaters, a country surrounded its traditional street food, from Turkish
by land, like Mongolia (where the simit bread sellers on the streets of
nearest coast is 700 kilometres away), Istanbul to Thai noodle carts in Bangkok. In Sicily,
depends on meat. Mutton, the meat in southern Italy, traditional street food is a ball
from sheep, is the most important of fried rice called an arancino. The centre of the
ingredient in Mongolian food. It is ball is filled with a rich tomato and meat sauce.
eaten in a number of different ways, It is just as delicious as a bowl of pasta or a slice
roasted, in soup or the most popular of pizza, but so much easier to eat as you walk
of all, in dumplings called buuz. down the street. If I had to choose my favourite
fast food, this would be it!

But it isn't only the ingredients that change,

ways of preparing food can depend on W HAT A BO U T
geography too. In New Zealand, a land with YO U R CO U N TRY?
more than 60 volcanoes, the Maori use a W hat in flu en ce s the kind of food
method called hangi to prepare food. They use
people eat w here yo u live?
volcanic rock to cook the food underground.
They dig a large hole where they make a fire to
heat the rocks. The food goes on the rocks, they
close the hole and wait for four or five hours for F A C T ! 2.5 billion
the food to cook. If you walked by a cooking people around the world
hangi, you wouldn't even know it was there! You eat street food every day.
can't even smell the food cooking.
 Speaking G iving instructions

R e a l ta lk : What would you make if you had to cook for your family for a day?

1 Q k b Watch or listen to the teenagers. What food items does each person
talk about?

omelette sandwiches salad vegetables eggs rice dish soup cake chicken
steak pizzas berry pie potato salad lasagne pancakes meat pasta

2 © What would you make if you had to cook for your family for a day? Ask and answer
with your partner.

3 © Ш Ш Listen to Josh talking to his mum on the phone. What is he going to make?

Complete the conversation with the useful
language.
Useful language
You need to stir i t ... Next, you ..
Finally, when ... The first thing to do i s ...
First of all, chop ... Then, add...
Mum: Right, Josh. '..The firs t thing to do is get
out the ingredients. You'll need an onion,
two cloves of garlic, a tin of chopped
tomatoes, the packet of mince 'rom the
fridge and some tomato puree.
Josh: OK, I'll write down what I have to do.
Mum: Ready? 2 ... the onion and the garlic and fry
them gently with some oil until they're soft.
3.... add the mince to the pan.4 ... for a few
minutes until it's brown.
Josh: OK. It sounds simple enough. What else?
Mum: 5 ... the tin of tomatoes, a tablespoon of
tomato puree, some water to cover the
meat, and salt and pepper.
Josh: OK. Then what?
Mum: 6 ... it boils, turn the heat down low. And
that's it! If you put a lid on it and let it cook
gently, it will be ready when I get home.
5 © K E Q Listen again and check your answers.
б Щ Work with a partner Practjse the
conversation in Exercise 4.
7 © Work with a partner. Plan your own
conversation. Use the ideas below and
Exercise 4 to help you.
D ish: C h e e s y p a s ta b a k e
In g re d ie n ts: 140g p a sta ,
2 o n io n s, 2 c a rro ts,
4 c lo v e s o f g a rlic ,
to m a to e s, g r a te d c h e e s e
C o o k in g instru ctio n s:
slic e o n io n a n d g arlic, fry gently; a d d
c h o p p e d v e g e ta b le s ; b o il p a s ta fo r 12
m inutes; m ix e v e ry th in g in a d ish; b a k e for
20 m in u tes; s e r v e w ith c h e e s e o n top.
D ish: V e g e ta b le a n d
c h e e s e o m e le tte
In g re d ie n ts : 4 e g g s ,
1 o n io n , m u sh ro o m s, r e d
p e p p e r , g r a te d c h e e s e ,
2 0 g b u tte r
C o o k in g in stru c tio n s:
c h o p v e g e ta b le s , fry in b u tte r until soft; m ix
v e g e ta b le s a n d e g g s to g e th e r; p u t in p a n
a n d fry fo r 2 m in u te s; a d d g r a te d c h e e s e o n
to p a n d c o o k fo r 2 -3 m in u te s m o re.

48
% Writing Describing a local dish

Look at the photo and read the description on an Internet forum. What is the dish
Lamorna describes and what is it made from?
HHHjB

I live in Cornwall, in south-west England, and we have

lots of delicious local food, but our most famous dish is
the Cornish pasty! A traditional pasty consists of thick
pastry in a D-shape, filled with small pieces of steak,
Cornwall
potato, onion and an orange vegetable called swede.
Then it's baked in the oven.
Pasties are usually served hot, on their own, and
are easy to eat without a knife and fork. Many years
ago, Cornish workers used to eat pasties for lunch.
Nowadays, tourists eat them on the beach!
You can eat pasties all over Britain, but unless they are
made in Cornwall, they can't be called Cornish pasties.
Local pasty shops sell pasties with many different fillings,
like curried chicken or cheese and onion. So if you want
to try a real Cornish pasty, get down to Cornwall!

lamorna

Read the description again. In which paragraph does

Lamorna talk about these things? Which two things in
the list doesn't she mention? G et writing
The ingredients. The history of the dish.
Where the food is from. How it's cooked. PLAN
Who eats it. When you eat it.
Why people like it. How easy or difficult it is to cook.
5 Choose a local or traditional
Where you can buy it. dish to write about. Use the list
in Exercise 2 and make notes.
Useful language
W RITE
Cooking and eating
When we write about food, we use phrases to describe the 6 Write your description for the
ingredients and how it's cooked and eaten. Internet forum. Use your notes
• A traditional pasty consists o f ... • It's served with salad. from Exercise 5 and the model
• It contains vegetables and meat. • They're fried in olive oil. text to help you.

CH ECK
3 Look at the Useful language box. Find similar phrases in 7 Can you say YES to these
the text. questions?
• Have you included all the
4 Complete the sentences with the phrases in the box. important information from
Exercise 2?
bake in filled with consists of made in contain served with
4................................................ 7 • Have you used phrases to describe
different aspects of the dish?
1 A traditional Sunday lunch is.... vegetables and roast potatoes.
2 Mix all the ingredients together and then . . . the cake.... the
oven for half an hour.
3 Ravioli are pasta squares.... meat or cheese.
4 It's a simple dish which .... rice and vegetables.
5 Only cheese that is actually.... Cheddar can be called
Cheddar cheese.
6 I don't eat many sweets - they.... too much sugar.

49
 Vocabulary 4 Which adjective in each group can not be used
to describe the food?
1 Complete the sentences with the words in
the box.
fees course experience
degfee form exam job

1 I have a university degree in engineering.

2 Could you complete this application , please? 1 crunchy/sa lty / 2 sweet / bland /
3 I'd like to apply for a training .... in computers. disgusting delicious
4 You have to take an entrance.... to get into art
school.
5 Have you had any w o rk.... in this type of job?
6 I'm going to get a part-time.... two days a week.
7 Excuse me, how much are the course.... ?
3 savo u ry/slim y/ 4 b itte r/b la n d /
2 Choose the correct words to complete the text. crunchy salty

Fraser Doherty 1(started)/ made his business at the щ

of 14. He made jam using his grandmothers -
and it to his friends arid neighbours arid then
% Supermarkets. As time went m , he *developetf / |
started brs jams Into a widely recogriJs^btand He
has made / become a 'millions / millionaire and his
«i
5 d e licio u s/b itte r/ 6 crunchy / spicy /
jams have "made / become a fortune for his company slimy sweet
Super/am. Fraser also ‘ does / supports the community
through his charity The Super lam Tea Parties, which

people In 2007, He 7made f

won the «award/idea for
loeply
\
Й El B l a c k
W oH veg
■

Global Student E n tre p re o e ^ »

of the Year. And now he topics 7 slim y/sw e e t/ 8 sa lty/b itte r/
likely to “break / win more disgusting sweet
records with his n e S j j i
Stjperfam Cookbook
plore vocabulary
Complete the sentences with the correct form
Complete the sentences with the words in of take and the words in the box.
the box. There are two words you don't
need to use.
a dvice
a
tim e up extrm place
J
When are you going to ta k e .your exam ?
mix fry slice grate grill roast boil
I'm not in a hurry - I'm going to .... m y....
bake chop spread
Listen to me! You should .... m y.....
1 d a k e t h e cake in the oven for 30 minutes. I'm a new hobby - cookery!
2 .. the tomatoes into very small pieces. When are the job interviews going t o ?
3 .. the potatoes in half a litre of water
4 ..the meat in the oven. Choose the correct words to complete the text.
5 .. the eggs and the milk in a bowl. Street food is popular in many countries and it is eaten
’by / in a number of different ways. Fishballs are
6 .. the mushrooms in some hot oil.
popular 2on / to the streets of Bangkok. In La Paz, a
7 .. the tomato sauce over the pizza.
city surrounded 3in / by mountains, a popular snack
8 .. the mushrooms quite thick. is grilled meat with spicy peanut sauce. Everyone has
time for some street food, even when they are 4in / on
the go.

50
Language focus © Language builder
1 Complete the conversation with the correct
5 Choose the correct words to complete the text.
future form of the verbs in brackets.

Abby: What \areypu doing (you/do) this evening?

Clare: 12 ... (see) a play at the theatre. It 3 ... (start) When I \ a. younger, 12 ... like
at 7.30 pm but 14 ... (meet) Julie for dinner cooking at all. 13.... cheese on
at 6 pm. Why don't you come? toast all the time! But after I
Abby: I'd love to, but 15 ... (catch) a plane early had taught4.... to make a few
tomorrow, so 16 .,. (have) an early night. easy dishes, I decided to go
Clare: A plane? 7. ... (you/go) somewhere nice? to cookery school. 15 ... a chef
Abby: Yes! I 8 ... (do) a tour of Italy. It 9 ... (start) in for ten years now and I love it!
Venice and ,0....(end) up in Naples. 16 ... to Tokyo next week to open our new
Clare: Sounds wonderful! Have a good time! there. W e 7 ... another one in Osaka, too, in a couple
of years. If 18 ... time, 19 ... in some of my favourite
restaurants there and 110. ... learn some new ideas. My
2 Put the words in order to make predictions. new cookbook11. ... out next spring, so I guess 112...
1 they / in a few weeks / going / the award winners / publicity tours for that. What’s my favourite dish? Well,
announce / to / are They are going to announce if 113... choose just one dish, it 14... lobster risotto.
the award winners in a few weeks.
2 watching / the ceremony / everyone / be / on TV / 1 a was b 'd been с 've been
will
2 a didn't used to b didn't use to с wouldn't
3 first prize / I'm / Emma / sure / win / will
3 a 'd eat b use to eat с 'd eaten
4 going / winning £10,000/ m ake/to her life / is/
4 a ourselves b yourself с myself
to / a huge difference
5 a 'd been b 'v e been с 'm
5 anymore / won't / have / she / worry / to / money /
6 a flew b 'II fly с 'm flying
about
7 a 're going to b open с ’II open
6 might / school / leave / her own restaurant / she /
open
start / and
8 a 'II have b have с 'm having
3 Choose the correct words to complete the text. 9 a 'II eat b 'v e eaten с eat
When you 1flS Ity 'II visit Australia, you 2want / 'II 10 a can b might с would
w ant to try some of our delicious local dishes. Are 11 a has come b is coming с came
you a meat eater? If you 3like / 'II like burgers, you 12 a 'II be doing b 'II be do с did
4iove / 'II love our kangaroo meat burgers. If you 13 a had b could с would
5're / 'II be a vegetarian, you 6prefer / 'II prefer our 14 a 's b 'II be с 'd be
barbecued corn burgers. We're also famous for our
beach barbecues. But remember, you 7get / 'II get
sunburn if you 8don't / w on't wear sun crearn and
a hat. And you 9need / 'II need lots of insect spray
О Speaking
unless you !0w ant / 'II w ant to end up as dinner for 6 Choose the correct options to complete the
the mosquitoes! conversations.

4 Match the beginnings and the ends of the A: I was th in k in g )/ suggesting of raising money
sentences. for the cat hospital.
1 What would you say b B: 2This is / That's a good idea.
2 If you had to give up one kind of food,
3 If I lived in Japan, C: 3Finally / Next, you chop the onion.
4 I might be healthier D; OK, and then?
5 Would you eat kangaroo meat C: 4Then / Firstly, you need to fry it a little.
6 I wouldn't eat crocodile meat
E: ‘‘W hen / Then it boils, you need to let it cook
a I could eat sushi every day. gently for ten minutes.
b if a friend offered you some burned fish for dinner? F: Right, this is great. Cooking is easy!
с if I were a vegetarian.
d if someone cooked it for you? G: How 6m ig h t/ shall we decide then?
e unless I was really, really hungry. H: I think the 7best / first way is to ask our class.
f what would it be?
51
 Objects for
survival p55

An invention that
changed everything p58

Favourite gadgets p60

CLIL What a
waste! p119
BE CURIOUS
What can you see in the photo?
V o ca b u la ry Unit aims
• Everyday objects I can ... Start thinking
• Words in context • talk about w hat objects are used for and • What everyday object can
• Modifiers w hy they are useful. you see in the photo?
• Communication phrases • understand articles about useful and • Can you think of any other
and phrasal verbs important inventions. unusual uses for this object?
L a n g u a g e fo cu s • talk about simple processes.
• Is there any street art like
• The passive: present • understand a radio report about unusual
к this where you live?
simple, past simple inventions.
and w ill • buy a gadget.
• Relative pronouns and • write an online review.
clauses
Vocabulary Everyday objects
1 Q w m Match the words in the box with the photos (a-j).
Then listen, check and repeat.
fan light bulb tap switch
2 p i Work with a partner.
Look at the objects again.
Why is each object important
in our everyday lives?
__
A light bulb is important
because it gives us light so
we can study when it's dark.
3 © Ш Е З Listen to three
people, Jay, Kelly and Huw.
Which objects are the most
useful in their lives?
matches remote control plug candle heater charger
4 Look at the examples from the recording.
Which objects are they talking about?
1 Without them we can't work or study when it's
dark.
2 It gives us clean water.
3 I don't think we can live through the winter
without one.
4 It's much more important than a heater!
5 Use the phrases in italics in Exercise 4 to write
about the three objects in Exercise 1 that are
the most important for you.
^ Vocabulary bank • page 111
53
 LIGHT IN A BOTTLE
This is such a simple idea! It's a light
bulb th a t needs no electricity, no
plugs, no cables and costs absolutely
nothing to run. It w asn't invented by
a famous scientist, b u t by a local man
in Brazil more than ten years ago. In
his hom etow n at the tim e, they had
problem s w ith electricity and people's
homes and small businesses were often
left in the dark. One day, A lfredo Moser and his friends were
talking about how they could create a signal in an emergency.
One o f them suggested using a b o ttle to reflect the lig h t from the
sun. This made Moser think. W hy not use w ater to make light?

All you need is a clean plastic b o ttle . Fill it w ith w ater from the
tap and close it w ith a black to p . The black to p attracts the sun.
A drop o f bleach, the kind you use to clean the house, is added
to the w ater to keep it clean. Then a small hole is cut in the roof
o f the room where you w ant the light, and the b o ttle is pushed
: through the hole. W hile there's sunlight outside, the lig h t w ill be
carried through the w ater into th e room below. A nd it's much
stronger than the light from a candle!

Moser shared his idea with his neighbours and his lig h t bottles
were installed in the local superm arket. Ten years later, an
organisation in th e Philippines heard about Moser's idea. The
MyShelter Foundation helps people in p o o r areas and specialises
in building houses using recycled materials. N ow there are Moser
v Й '\ lamps in m ore than 140,000 homes th ro u g h o u t the Philippines
, т т and the idea has spread to a num ber o f oth e r countries, too.
In India, the bottles are used in rural schools and to grow food.
In Bangladesh, the lights are installed in small businesses. Moser
has not made a lo t o f money from his invention, b u t his lamps
have definitely made life easier fo r a lo t o f people!

F A C T ! 400 million people in India have no

^ access to electricity in their homes.
Reading A news article
1 Look at the photo and the headline. What everyday Explore words in context
object can you see? Where is it? Why is it there?
Match the highlighted words in the
article with the definitions.
2 ® З Ё Ш Read the article and check your answers.
Who uses this object and why? 1 extend to a lot of different places
2 be without light
3 Read the article again and complete the fact sheet. 3 make something work
4 simple cleaning liquid
5 spend most of your time doing one type
^22222220 1- works without electricity of activity
2 ...
Nationality of inventor:
Reason for invention: In the inventor's town, Work in pairs. Can you think of any
they often didn't h a v e 4 ....
other uses for plastic bottles or other
(J23S3bB2 2S 3ESS©,,,ou ap^stic
bottle with 5 ,.. and close it with 6 .... You put
everyday objects?

the bottle in a 7.... in the® ...of the building. My mum grows plants in used
the Philippines, India plastic bottles on our balcony.
a n d 9.... ^ - J S -------------- ---------------------
Ш ш Э Б ш ы Э Ш & l ° ca l
superm arkets, rural sch o o ls and 10...
54
Language focus 1 The
passive: present simple, past
sim ple and w ill
1 Complete the examples from the text. Then
match the beginnings and the ends of the
sentences to complete the rules.
Present simple
A small hole . in the roof.
Moser lamps aren't used in the UK.
/ How much electricity is saved with these lamps?
Past simple
Their homes were often left in the dark.
It 2.... by a famous scientist.
Was any special equipment needed to make it?
The light3.... through the water.
Normal light bulbs won't be completely replaced
Choose the correct form of
the verbs in the texts below. Then listen
and check.
These running shorts ^ a d e /
are made from coffee beans.
Can you believe it? They're
not only great to look at, but a
special chemical in the coffee
means that they also 2protect
you / are protected from the
sun. What a great recycling idea!
Recycled plastic bottle tops
3used / were used to make
this pretty curtain. It 4helps /
is helped to keep out flies
and is really cheap and easy
to make. In 1,000 years' time,
scientists will 5find / be found
the remains of billions of plastic
bottles. The bottles will 6study / be studied and
they'll 7display / be displayed in museums. But
nobody will U nderstand / be understood what we

■ by Moser lamps.
Will Moser lamps be used in the new school?

1 We use the passive a the verb be + past

9used / were used them for!

when it participle, Think of three objects for each of the

2 To form the passive, b we use the preposition categories below.
use by. • Things that were invented in the last 100 years.
3 When we want to say с isn't important :o know • Things that are used every day in schools and
who is responsible for who's responsible for homes.
an action in the passive, the action. • Things that will be invented in the next 20 years.

Grammar reference • page 103 Work with a partner. Compare your lists and
answer the questions.
Complete the second sentence in each pair 1 Do you know when they were invented and
using a passive form of the verb in bold. by whom?
1 a Alexander Parkes invented plastic in 1862. 2 Which object in each category do you think is the
most important? Why?
b Plastic was invented by Alexander Parkes in
1862.
I think the Internet was
2 a Various companies developed a number of
invented in the 1980s.
different types of plastic over the next 70 years, ----------------------
b A number of different types of plastic.... over the
next 70 years.
3 a Drinks companies didn't introduce the first
commercial plastic bottles until 1937. Learn about surviving in the mountains.
l А /I________ - J _ j A — I_______________ ______________ I ->
b The first commercial plastic bottles.... until 1937.
_

4 a People in the USA consume drinks from 1,500

plastic bottles every second,
b 1,500 drinks in plastic bottles.... by people in the
USA every second.
5 a Steel water bottles will replace plastic bottles in
the next twenty years,
b Plastic bottles.... by steel water bottles in the
next twenty years.
6 a In 50 years' time, shops w on't sell bottled water, 5.1 Objects for survival
b In 50 years' time, bottled water.... in shops-

55

Listening A radio re p ort
1 ^ Work with a partner. Look at the objects
in the pictures and guess what they are
used for. Which do you think is a) the most
expensive and b) the cheapest?
2 Listen to a radio reporter talking
about the three objects and check your
answers.
3 ©ШЗ Listen again and match the objects
(a-с) with the sentences (1-6).
1 These objects have two purposes. . P . , ....
2 These objects are quite expensive..........
3 The reporter buys this object.....
4 This object is unique.....
5 This object comes in different colours.....
6 This object is the oldest and the first one to be
invented.....
56
Vocabulary M o d ifie rs
4 ©ШЗЗ Listen to the extracts from the
recording and complete them with the
modifiers in the box. Then listen, check
and repeat.
much too quite extremely kind of
totally ridiculously a bit really
1 The heater/light combination: That's
quite unusual.
2 The heater: That's.... hot!
3 The price of the heater: That w a s.... expensive!
4 The solar trees: They look.... stylish.
5 The solar trees: They are.... pretty.
6 The price of the chargers: They're.... expensive.
7 The third stall: This stall looks.... better.
8 The fan: It's....safe.
5 Look at the modifiers again. Do they make
the adjectives a) a little stronger or b) a lot
stronger?
6 Think of an object you own and match it to
three expressions from Exercise 4. Then work
with a partner and explain your choice.
-
I've got a solar travel charger. It's really
useful. It's extremely small and ...
______________________________________J
© Vocabulary bank • page 111
 2 Rewrite the two sentences using one
of the relative pronouns in brackets.
1 This is the stall. I buy second-hand
computer games here, (where/which)
This is the sta ll where I buy second-hand
com puter games.
2 This is the birthday present. My brother
gave it to me. (that/who)
3 I really like the woman. We met her at the
market, (who/which)
4 That's the man. I bought his bike last week,
(who/whose)
5 Can you remember the name of the boy?
We talked to him here last week, (that/
whose)
6 I really don't think much of the restaurant.
We ate there last night, (that/where)

When the relative pronoun is the subject

of the verb that follows, we don't need a
subject pronoun.
A grey shirt that ft cost £20.
The man who he works on this stall.

3 Write sentences using the prompts and

the relative pronouns in brackets.
1 This / be / person / 1/ tell / you about /
yesterday (that)
2 I / not like / new teacher / just start /
teaching Art (who)
3 My favourite market stall / be / one / you /
Language focus 2 Relative can see / on the left (which)
pronouns and clauses 4 My aunt / have / a friend / sell / handmade
jewellery / in the market (that)
1 Choose the correct words to complete the examples 5 I / see / that girl / party / we / go / last night
from the listening on page 56. Then answer the (whose)
questions in the box. 6 Over there / be / shop / my brother / work /
1 It's a great market where / w ho you can find all kinds of at weekends (where)
unusual things. © Say it right! • page 97
2 The heat comes from the light bulb in the middle and it's
reflected by this part whose / which you can see here.
3 I need something that / where I can put on my desk.
4 I wonder where the person that / whose stall it is can be? Choose a person, an object and a place.
5 The guy where / w ho you can see in the photo is a friend Write definitions of them using who,
of mine. which, where or whose, but don't say
6 I don't think the guy that / which I was talking to is going what they are!
to sell a lot of battery chargers!
Work with a partner. Read each other
Which pronouns refer to ...
your definitions and guess what they're
a an object (two pronouns)?
defining.
b a place?
с a person (two pronouns)? He's an interesting person who gets
d a possession? involved in a lot of adventures.
V ---------------
Grammar reference • page 103 Г Bear Grylls!

57
 Discover Culture
1 Work with a partner. Write a definition
of the Internet. Use the words in the box
to help you.
websites mobile phones social networks
communication WiFi connections
Find out about the invention of the Internet.
^Discover у РП 11Г AT m N
(V
An invention that changed
everything
© Ask and answer with your partner.
1 What kind of device do you usually use to go
on the Internet? (phone, tablet, computer,
console ...)
2 Where do you usually go on the Internet? (at
home, in your room, on the bus, at school ...'
3 What do you usually use the Internet for?
(searching for information, chatting with
friends, watching videos ...)
© I S Watch the video. Think of the
devices, places and uses you discussed in
Exercise 2. How many of these are shown
or mentioned in the video?
Test your memory. Can you put the events in order?
1 Computers become smaller and cheaper.
2 More and more computers connect with each other
and the World Wide Web is formed.
3 Scientists begin to use computers for many things. 1
4 We use the Internet for everything: work, study and play.
5 The computers are big, slow and expensive.
6 The first computer network, Arpanet, allows computers
to communicate with each other.
7 The first email is sent.
8 The Internet becomes bigger, faster and more social.
О ш Watch the video again and check your
answers to Exercise 4.
In groups, think of another invention that has
changed everything. Discuss the questions.
1 Why is/was it so important?
2 When was it invented?
3 What exactly did it change / has it changed?
4 Over what period of time?
5 How does it affect ^ |
your everyday life?
 IS FACEBOOK UNCOOL?
Can you im agin e life w ithout Facebook,
Twitter or In stagram ? You know , those
places w here you find out all the stuff
that y o u r friends do e ve ry d a y ?
Amazingly, if you'd been a teen pre-2004, when
Facebook started, you wouldn't have known the
meaning of 'social networks'. Twenty-five years
ago people kept in touch by phone. Texting,
Tw eeting w ith Twitter, m a k in g a S k y p e ™
video call and em ailin g didn't exist or weren't
widely used. But today things are different and
Facebook has become the world's favourite way
to keep in touch with colleagues, catch up with
friends and family or track do w n people you
have lost touch with. But is its popularity making
it uncool?
Facebook began life at Harvard University
and was initially only open to students. Mark
Zuckerberg, who started the platform, wanted
Facebook to make the world more open and
connected. He hadn't planned on it being a
successful company. Interestingly, it is now more
Reading An article
1 Work with a partner. Look at the photo
and the title of the article. What do
you think the article will be about?
1 The success of social networks
2 How social networks have changed the
world
3 The changing popularity and identity of
social networks
2 © Ш 0 Read the article and check
your answer.
3 Read the article again. Are these
sentences true or false? Correct the
false sentences.
According to the article ...
1 the first social network appeared 25 years
ago.
2 people all around the world use
Facebook.
3 Facebook was originally for students.
4 a lot of teens are happy to have their
parents as Facebook friends.
5 Twitter is better than Facebook for finding
out about news.
6 the blogger is sure about what will be the
social network of the future.
popular with older and professional users than students. So, does that
mean it's uncool for teens?
Well, it's true some of the same students who loved it so much at the
beginning have now turned to other social networks. And what is
the reason that teens are using Facebook less? Parents! Parents see
Facebook as a way to keep the family together and to keep an eye on
their kids! And of course, they also use it to chat with friends and check
out what they are doing. But many teens think, 'The day your
mum sends you a friend request, you know it's time to
leave!' and want a social network that will keep them
separate from their family.
Currently, Twitter may have an advantage over
Facebook, at least for younger users. Like many
social networks, it updates its image regularly, it is
more dynamic, posts are shorter and news spreads
more quickly there. But for how long? Who
knows what the next platform will bring?
All the ones we know now may be out of
date by the time you read this!
F A C T ! The number of Facebook
users will soon be bigger than the
population of China.
Explore communication phrases and
phrasal verbs
4 Match the highlighted words and phrases in the article
with the definitions.
1 four verbs describing different forms of communication/
expressions using technology
2 two expressions meaning to a) maintain contact and b) not
maintain contact with people
3 two phrasal verbs meaning to a) find a person you have not
seen in a long time and b) find out some news about them
4 one verb meaning to talk casually or talk on a social network
^ Vocabulary bank • page 111
How do you prefer to keep in touch with friends and
family? Put these in order of preference. Compare your
answers.
• Telephone call • Skype™, FaceTime or similar
• Social network (e.g. • Texting
Facebook) • instant messaging
I don't like making telephone calls anymore, it's like
you're always interrupting somebody when you call.
agree! And Facebook is more fun too!
59
 Speaking Buying a gad ge t

R e a l ta lk : What's your favourite gadget?

1 О ш Watch or listen to the teenagers. What is each person's favourite

gadget and why?

2 What's your favourite gadget? Ask and answer with your partner.

3 О 'ш ш Listen to Casey talking to a sales assistant. 5 © И З Listen again and check your
What does he want to buy? answers.

4 Complete the conversation with the useful language. 6 Work with a partner. Practise the
conversation in Exercise 4.
Useful language
7 Work with a partner. Plan your own
How much memory ... ?
conversation. Use the ideas below and
Can you tell me about th is... ?
Exercise 4 to help you.
How long does the battery last?
Has it got a(n)... ?
Could you show me ... ?
What's (the sound) like?
Is it (easy to use)?

Casey: Excuse me. \ Can you tell me about this

smartphone?
Assistant: Yes, of course. What would you like to know?
Casey: W ell,2 ... does it have?
Assistant: It's only got 4GB of memory, but you can get
V Tablet:
up to 64GB with a memory card.
easy to use;
Casey: OK. And is it 3 ... ? quite fast; 16GB m em ory;
Assistant: Yes, very easy. And it's fast, too. 7-megapixel camera;
Casey: Oh, right!4 ... front-facing camera? 18 hours screen time;
Assistant: Yes. The camera is 5 megapixels, with an LED excellent sound; W iFi.
flash. Fantastic for selfies!
Casey: 5 ...? For music, I mean.
Assistant: Very good, I think.
Casey: Right. How long 6 ... ?
Assistant: About eight hours of talk time.
Casey: Only eight hours? That's not very long!
Assistant: No, perhaps not. But in general it's a good
phone for the price.
Casey: Mmm. Could 7.... that one, please?

18 megapixels; optical
zoom up to 20 tim es bigger;
video with great sound;
easy to use; high speed;
autom atic W iF i connection;
com es with 8G B m em ory card;
buy batteries separately.

60
% Writing An online review

1 Read Kris's review of headphones. Does she think they are good?

1 Product : Magicmusic G42 in-ear headphones.

2 ...: They are available in black and red with long red cables and look really cool!
3... : In general, the sound quality is good, although not always with high
notes, and the sound is well-balanced between right and left ear
pieces. Another good feature is that the headphone volume
is quite loud, which means that you don’t need to put
your phone or MP3 player on m axim um volume.
4 : They have an easy-to-use volume control on
the cable, which you can use to change the song
too. Th e headphones are comfortable and don’t
fall out like others I’ve used. Th e cables are long
enough to put behind your ears, which I prefer.
Th e ear pieces are made of metal, not
plastic, so should last longer. Th e headphones
com e with a travel case and a cable clip.
6 ...: A t £30 these headphones are great value
for money, and perfect for me!

2 Read the review again. Match the headings in

the box to the text. Is the order of the headings
important?

Design Ease of use Overall opinion Performance

Product Extra features

Useful language
PLAN
Describing a product
When we write a product review, we include phrases for Choose a product to write
describing a product. an online review of. Use the
• They are made o f metal. * It comes in black or red. headings in Exercise 2 and make
• You can use it to change songs. notes.

WRITE
3 Look at the Useful language box. Find other phrases
Write your review. Use your
in the review that describe the headphones.
notes from Exercise 5 and the
model text to help you.
4 Complete the sentences with the phrases in the box.

come with available in made of comes in look

CH ECK
Can you say YES to these
1 This e-reader.... two sizes, 7 inch and 8.9 inch. questions?
2 The new smartphone models are.... metallic green, pink Have you included all six headings
or blue, but they.... quite cheap. to organise your review?
3 The outside of this games console is .... aluminium, and it • Have you used phrases to describe
looks amazing! the product?
4 These tablets.... a colourful travel case.
61
 Celebrate in style
«Discovery F n iJT A TIO N ^

Let's celebrate p65

Like father, like

daughter p68

The worst party

ever p70

CLIL Reliving BE CURIOUS

history p120

V o ca b u la ry
• Celebrations
• Verbs and prepositions
• Descriptive adjectives
• Words in context
L a n g u a g e fo cu s
• -ing form s
• Infinitives
• Infinitives vs. -ing forms
U n it aim s
I can ...
• talk about a celebration. • What do you think the
• understand magazine articles about celebration is about? Why?
special celebrations in different countries. • Would you like to join in the
• use -ing and infinitive forms correctly. celebration? Why/Why not?
• understand a travel programme about
festivals around the world.
• make offers and requests.
• write a description of a celebration.

62
Vocabulary Celebrations
©ШОВ Look at the activities (a-h) and the photos (1-2). Where would you expect
each activity to happen? The carnival, the prom or both? Then listen and repeat.
a set off fireworks
b put up decorations
с make special food
d dress up for the occasion
Photo 1: s e t off firew orks..
2 Complete the description of the
Carnival of Cultures in Berlin with
the correct form of phrases from
Exercise 1.
A lot of people d re ss up , usually in
the clothes of a particular culture. Before
the parade, people2.... and flags, so the
streets are full of beautiful shapes and
bright colours. After the parade, when
it's dark, the adults3. ...: everybody loves
them, especially the kids, although they
are very noisy. People also4 using
ingredients from the culture they have
chosen to celebrate. They also 5 ... from
those countries - everybody likes a surprise.
People dance and 6 ... with instruments
typical from that culture. In general,
everyone 7.... and celebrates all the different
cultures - it's hard not to love this party.
e play music
f give a present
g hold a contest
h have a good time
3 © M O Listen to two people talking
about two different kinds of
celebrations. Copy and complete the
table.
4 Ask and answer with your partner.
1 Which festivals do you celebrate at
home? What happens?
2 Which celebrations do you enjoy most?
Why?
3 When did you last go to a street festival
or formal party? Was it fun? Why/
Why not?
We celebrate New Year's Eve.
We have a party and then we
set off fireworks in the garden.
V~2y-----------------------------------------
Vocabulary bank • page 112
 For some teens, the most important night of
/м у т their lives is prom night! Originally an American

M ORP. tradition, more and more teens in the UK now

have prom parties to celebrate leaving school.

These events usually include making
special food, having a DJ or live band,
dancing and setting off fireworks. Some
schools work with others to hold mega
prom parties in hotels. Everybody dresses
up for the occasion. The boys wear formal
evening suits with brightly coloured ties
and the girls wear traditional evening
dresses and beautiful jewellery. Students
can spend weeks preparing for the
parties and the cost to the school can be
enormous. Hiring DJs, organising food and
reserving hotels can often cost a fortune.
Some teens rent limousines to take them
to the party and enjoy acting like film stars
arriving at the Oscars. In traditional prom
parties there is usually a formal meal,
speeches and ballroom dancing. It’s a bit
like a wedding - only everyone is younger.
D Different them es
Some parties can have different themes depending
on tastes. Students might agree on organising
a Roman theme, for example, or a 60s theme -
students dress up in clothes from this period in
time.
Then in the USA there are anti-proms called
MORPs (that’s PROM backwards!). The kids
organise it themselves so the party is cheaper and
more informal. These teens don’t agree with the
amount of money spent on the preparations and
like to be seen as different. Without any adults to
tell them when to stop, the kids party all night and
carry on the next day. It can take a long time to
recover from all the fun.
Not everyone looks forward to becoming an adult
but at proms you can certainly celebrate it in style!
Whether you enjoy going to a traditional prom or a
morp, it doesn’t matter - whatever you do, make
sure you have a good time!

Reading A m agazine article

^ Work with a partner. Look Explore verbs and prepositions
at the photos. What kind of
celebrations do you think
they show?
® w m Read the article. What is
the difference between a prom
and a morp?
Read the article again and match
the headings (1-6) with the
paragraphs (A-F).
1 Different themes D
2 An alternative approach
3 A growing trend
4 The choice is yours
5 Acting like celebrities
6 Complex preparations
5 Look at the highlighted verbs in the article.
What prepositions follow them?
recover arrive work prepare agree look
Complete the sentences with the correct form of the verbs
and prepositions in Exercise 5.
1 I'm boking forward to going on holiday this summer: it will be
really fun!
2 I always try t o .... my best friend when I have to do a school
project.
3 My friends can't.... what film to see on Saturday night.
4 It takes me a long time t o .... a party, they're so tiring.
5 Everyone was enjoying themselves when w e .... the party.
6 Have you .... the fo o d .... the party?
> Vocabulary bank • page 112

Are these sentences true or false?

Correct the false sentences.
1 Prom night is still only celebrated in
the USA.
2 You should dress up in special clothes
to go to a conventional prom night.
3 Organising prom nights can be very
expensive.
4 Some parties have special themes.
5 Morp parties often finish early.
6 The writer thinks that proms are
better than morps.
7 Ask and answer with your partner.
1 Would you prefer to go to a prom or a morp? Why?
2 Does your school organise a prom night or a school-leaving
party? What's it like?
3 What events take place? Are you looking forward to going? Why/
Why not?
I'd prefer to go to a morp, I don't
like dressing up in formal clothes. Yes. I prefer something
more relaxing as well.
 3 Are the sentences in Exercise 2 true
f§
for you? Change them so that they
are true.
I enjoy going to p a rties until late but my
parents don’t usually l e t ...

0Ш Ш Ш
Remember to use the correct preposition
after certain verbs and before the -ing form.
I dream about finishing school.
I'm thinking about having a party.

Complete the sentences so that they

are true for you. Use the -ing form of
the verb.
1 I'm very good at organising parties but
I don’t like tidying up the next morning!
2 I can't stand ...
3 I'm really bad a t ...
F A C T ! Ten years ago there weren't many 4 I really believe ...
proms in the UK. Now more than 85% of schools 5 I really enjoy ...
organise a prom-type school-leaving party.
6 I can't imagine ...
7 I don't mind ...
Language Focus 1 fo rm s 8 I m iss...

1 Complete the examples from the text. Then match the

sentences (1-3) to the rules (a-c).
1 Teens have prom parties to celebrate.... school.
5 Work in groups. Design your ideal
school-leaving party. What type of
2 .... DJs, organising food and reserving hotels can often cost
party will it be? Formal or informal?
a fortune.
Make a list of the activities.
3 Students might agree on .... a Roman theme.
I can't imagine having a formal
We use -ing forms ... party ... let's make it informal ..
a as nouns,
b after prepositions. ©ZY------------ ---------------
с after certain verbs and expressions (e.g. like, miss, enjoy, Setting off fireworks
imagine, practise, can't stand, celebrate, be good/bad at). would be great!

Grammar reference • page 104 I'm not sure, I think making

special food is more important.

2 Complete the sentences using the -ing form of

the verbs in the box.

have spend meet think finish shop go be

ои1 festivals around

Ш
1 I enjoy. going . to parties but not late-night ones! know any festivals wl
2 I'm looking forward t o .... my studies - I want to start
work soon.
3 .... a teen is great fun - I don't want to become an adult yet!
4 I don't believe in .... lots of money on a party - you can have re they and where are
a good time in other ways.
5 I'm not a big fan of parties, just.... friends for a chat is great.
6 I like.... for new clothes - it's part of getting ready for a party.
^Discovery
W hat takes place at the festi’

C n iir A T If t N ^
7 .... birthday parties is great until you get really old!
8 .... about the future is something I do a lot.

65
Listening a tra vel
program m e
^ Work with a partner. Look at the
photos of the festivals. Where do you
think they take place? What do you
think happens in them?
2 © .Ш Ж ! Listen to a travel programme
and check your answers.
Listen again and match the
festivals with the statements (1-8).
1 Warm clothes are recommended.
2 The place changes completely.
3 There's a lot of noise.
4 There's a lot of dressing up.
5 There's singing and dancing.
6 It's better at night.
7 It can get a little frightening.
8 You can do a sport as well.
Vocabulary D escriptive
adjectives
4 ©ISChoose an adjective from the box to replace
the words in bold. Then listen and check.
stunning impressive colourful atmospheric
peaceful traditional crowded scary
The street parties are great but they certainly aren't quiet
or calm.
I love the festivities, but the streets get so full of people,
I find it a bit stressful.
It's really special with a great feeling in the stadium
with all the fans cheering.
The costumes are so beautiful and bright - all those
greens, reds and oranges!
They look very attractive - their costumes and make-up
are amazing.
The festival is very old. People follow customs and
behaviour that haven't changed for a long time.
I was really shocked, I didn't think a children's festival
would be so frightening.
The party was great. I thought the organisation was
very well done.
Think of a festival or an event. Make notes about
what happens. What adjectives describe it?
People d re ss up for the occasion and the costum es are
stunning.
Work in groups. Persuade the group to go to the
event you've chosen. Then agree on which festival
or event to go to.
Come to our Fiesta M ayor-there are human castles,
dancing and live music ... it's really impressive!
Vocabulary bank • page 112

Language focus 2
In fin itiv e s
1 Complete the examples from the
listening on page 66. Then match
the sentences (1-4) to the rules
(a-b).
to watch to see to feel
1 It's best.... it in the dark.
2 Go icc swimming if you really want
....the cold.
3 If you decide.... and see the festival
for yourself, bring warm clothes.
4 It's great....them doing that.
We use infinitives ...
a after adjectives.
b after certain verbs (e.g. decide, want,
expect, would like, offer, hope,
choose).
Grammar reference • page 104
Ǥ
2 Complete the sentences using the infinitive form of
the verbs in the box.
to do to have to hold to speak to see
to raise to go
I've decided to d re ss up for the occasion.
I'd like.... to Tony's party this weekend. Do you want to come?
This year, I w ant.... something different for my birthday, like
to come
going ice-swimming.
I hoped.... some fireworks on New Year's Eve, but there weren't
any.
It's difficult.... a good time at a party if you don't know anyone.
It was easy.... money for our morp party, we washed people's
cars for £5 each!
The organisers w ant.... a contest to find the best costume.
It was scary.... in front of all the people at the wedding.
Infinitives vs. -ing form s
Choose the correct form of the verbs to complete
the blog post. Then listen and check.
Every year the Animb and Gaming
Convention is held over two days in
London. There are so many things to
do there, it's easy ’to get / getting
confused by everything. So, T o read /
reading the programme carefully is a good idea. First
of all, if you just want 3to go / going to the after­
convention party, there's an option of T o buy / buying
that ticket separately. Meanwhile, there are classes
to help you draw Manga cartoons like a professional,
and there's a cinema where you can expect 5to see /
seeing the latest Manga films. If you enjoy T o game /
gaming, there are 200 games available. 7To dress up /
Dressing up on stage is also possible in the Cosplay
part of the convention. You can prepare for this by
®to look / looking at the convention's website, where
you can see all that's on offer. Finally, you can choose
9to go / going to concerts of different types of bands -
alternative, metal, J-pop. There's something for everyone,
but don't leave home without 10to book / booking your
place - tickets are limited!
© Say it right! • page 97
4 Ask and answer with your partner.
1 Which parts of the Anime and Gaming Convention would you
like to go to? Why?
2 Which parts would you not be so interested in? Why not?
I'd like to go to the gaming part
but not the Cosplay part because
I don't like dressing up - it's I disagree, I think
embarrassing! dressing up is fun!
~2S----------------------------------- 67
 Discover Culture
Щ Work with a partner. Look at the photos
Where were they taken? What sport do they
show?
DiscoveryEDUCATION
6.2 Like father, like daughter
© и з Watch the video and check your
answers to Exercise 1. What is the video
about?
a The history of cliff diving
b The dangers of cliff diving
с A changing family tradition
О ш в Are these sentences true or false?
Correct the false sentences. Then watch the
video again and check your answers.
We see ...
1 a man climbing up steps to the top of a cliff.
2 Jose Luis giving instructions to his daughter.
3 Iris's parents visiting her school.
4 Iris embracing her mother before a dive.
5 lots of tourists watching Iris dive.
68
d
Mexico
Acapulco
d © n ? Watch the video again and complete
the sentences.
1 Acapulco is famous for its beaches and boating.
1 2 The divers now dive from heights of up to ...
3 Cliff diving has been a men-only sport fo r ...
4 Iris's mother says that the most important thing is
h e r...
5 When she stands on the cliff before a dive, Iris
fe els...
6 Iris's record-breaking dive was from ...
5 Ask and answer with your partner.
1 Would you like to try cliff diving? WhyAA/hy not?
2 In what ways are you like your mother or father?
I definitely wouldn't want to try cliff
diving, I think it looks too dangerous.
I'm more like my father
than my mother because
Reading
^ Work with a partner. Look at the photos
How old are the people? What are they
doing? What do you think they are celebrating?
© Ж Ш З Read the article and check your
answers.
Read the article again and choose the correct
options.
1 Coming-of-age day in Korea has / doesn't have a
serious side.
2 Foreign people can only watch / watch and take 5 Ask and answer with your partner.
part in the ceremony.
3 At one point in the ceremony, parents anc children
do similar / different actions.
4 The festival is both serious and fun / basically
serious.
5 These days, young people can / can't choose
between modern and traditional gifts.
6 The traditional festival is losing popularity / as
popular as ever.
C O M I N G OF AGE
KOREAN STYLE
It is because you can only celebrate this day once in your
life. It is Korea's coming-of-age day: something traditionally
celebrated by both young men and women in the same year
that they turn twenty years old. After this serious and special
day, these ex-teenagers will be adult members of society. In the
ceremony, they become aware of the importance of being an
adult and leading the future of Korea.
You have to wear traditional Korean clothes, known as hanbok.
These are colourful and beautiful.The young people sit in
special seats in large groups - it's so impressive that it's turned
into a real tourist attraction in Korea, white some foreign
students actually take part in the celebration themselves.
During the ceremony, the children bow to their parents out of
respect. In turn, the parents also bow to their children to
recognise their children's pledge to be responsible adults.
Sadly, many of these customs are now seen as quite old-fashioned
and are often not passed on to the next generation.
plore words in context
Look at the highlighted words in the article
and match them with the definitions.
1 popular 5 worries
2 start to know 6 not like anything else
3 photos 7 promise
4 lower your head in a 8 represent
greeting
1 What coming-of-age festivals exist in your country?
2 Are they similar or different to the Korean festival?
3 How many people take part in them?
4 Are they losing or gaining popularity?
5 At what age are young people considered adults
where you live?
6 What can you do when you're an adult?
We don't have a coming-of-age party,
you're an adult when you leave school.
South Korea
For sure! You can take lots of great snaps and, of course, there
are the gifts you receive on your special day. For girls, the most
popular presents these days include jewellery, bags, perfume
or cosmetics, while for boys, watches, electric shavers or
aftershave are all well-liked. However, some girls still prefer the
three traditional presents - perfume, flowers and a kiss.
The perfume signifies 'Please remember me', the flowers
represent happiness and beauty, and the kiss, love.
Well, there are fears that the traditional coming-of-age day
festival is being lost in Korea. Many young people now decide
to organise more modern versions of the ceremony instead. To
some young Koreans, twenty might seem a little old to become
an adult! That's a shame because it's a totally unique festival.
F A C T ! Coming-of-age celebrations don't exist in
many countries. In most of the Western world you
are considered an adult on your 18th birthday.
 Speaking O ffers and requests
R e a l ta lk : What's the worst party you've ever been to?
© Ж 23 Watch or listen to the teenagers. Why was the party so bad?
Choose each person's reason from the list (a-f).
a The person wore the wrong kind of clothes.
b The party didn't happen because everything
went wrong.
с There was a problem with the music.
What's the worst party you've ever been to? Ask and answer with your partner.
3 ©ШЗЗ Listen to Helen and her friend Andy.
What does she have to do?
4 Complete the conversation with the useful
language.
Offers Requests
I'll help you if you like. Could you (ask your mum
to )... ?
Shall I lend you ... ? Would you come to ... ?
Can I help you ... ? Could I borrow your... ?
Helen: It's my birthday party next week and I
haven't done anything yet!
Andy: Don't worry! \.[’H help you if you like.
What needs doing?
Helen: Well, I haven't organised the music yet.
Andy: 2 ... my MP3 player and speakers?
Helen: I'll use my MP3 player b u t3 ... your
speakers? They're bigger than mine.
Andy: No problem. What about food?4.... make
a list for the supermarket?
Helen: Sure, but I need to decide what *o get firstl
Andy: What about snacks and pizza?
Helen: That's a good idea.5.... your mum to make
that home-made pizza? It's so good!
Andy: OK.
Helen: Great! S o ,6 ... to the supermarket and help
me buy some things?
Andy: Sure. Everything's organised now. I told
you not to worry!
70
d They got the day of the party wrong,
e There were unexpected visitors to the party.
f Something made a mess at a family occasion
5 ф Ш Listen again and check your answers.
6 ЩЬ Work with a partner. Practise the
conversation in Exercise 4.
1 ^ Decide if each sentence is an offer or a
request. Then work with a partner. Take turns
to make offers and requests and respond.
1 Shall I lend you my camera? offer
2 Could you make a birthday cake?
3 I'll chop the vegetables if you like.
4 Can I help you with the decorations?
5 Would you organise the music?
8 ЩЬ Work with a partner. Plan your own
conversation. Use the ideas below and
Exercise 4 to help you.
S itu a tio n 1
You a re o rg a n isin g a
p ic n ic in th e c o u n try
w ith y o u r frie n d s. You
n e e d h elp ! You n e e d
to think about: food;
d rin k s; m usic; g a m e s;
tra n sp o rt.
S itu a tio n 2
You a re o rg a n isin g a
fiv e-a-sid e football
to u rn a m e n t at y o u r
sch o o l. You n e e d h elp !
You n e e d to th in k ab o u t:
o rg a n isin g a th le te s /
team s; d rin k s; fo o d at th e
e n d ; p rize s.
 Writing A description

Read Isabella's description of a celebration.

What was it celebrating and who was it for?

A g r e a t family party!
My grandparents were born on exactly the same day. and last
July they were 70, so we had a party with family, friends and
neighbours. It was in their garden, because their house is too
small, so we hired a big ten t in case of rain. We did everything
ourselves: my mum made the food, and my cousins and I put up
the decorations. Getting everything ready took days!
The day of the party was sunny. First, we had lunch - the food was so delicious! After lunch, we
watched a film my aunt had made with photos and video of my grandparents’ lives. Then my little
brother played Happy Birthday on his guitar. He was so nervous, although hed practised for
weeks! My grandparents loved it, so he played it again, and we all sang.
Later everyone danced to 6 0 s pop music. The party was amazing! I wanted to dance all night
but I was too tired.

2 Read the description again and answer the questions.

1 Why was there a celebration?
2 Where was it?
3 How did they prepare for the party?
4 What happened at the party?
5 Did everyone have a good time?
G e t w riting
Useful language
so or too + adjective PLAN
To emphasise an adjective, use so + adjective.
Plan a description of a
The party was so fantastic!
celebration. Make notes on the
To say there is more than needed or wanted, use too + adjective.
The food was too expensive. questions in Exercise 2 and think
about adjectives to describe
the party.

3 Look at the Useful language box. Find two examples of WRITE

so + adjective and two of too + adjective in Isabella's
description. Write your description. Use your
notes from Exercise 5 and the
4 Complete the sentences using so or too and an adjective model text to help you.
from the box.
CHECK
expensive crowded exciting slow incredible cheap
Can you say YES to these
questions?
1 Guilherme had the party in his house, but a lot of people came
so it was too crowded . Have you included answers to all
2 The prom w a s....! We hired a limousine and felt like film the questions in Exercise 2?
stars. Have you used adjectives with so
3 We couldn't dance because the music w as..... or too in your description?
4 I had dinner there. The food was delicious and ....!
5 The festival w a s..... We're going again next year.
6 We think proms are ..... We're going to organise a MORP
instead.
А Л
Review

Vocabulary 4 Choose the correct words.

Match the objects with their functions.
There are three words you don't need to use.
remote control tap charger switch fan
heater light bulb plug matches
We use this to ...
1 recharge our phones, charger
2 make a room brighter.
3 switch on the TV.
4 turn on the water.
5 turn on a light.
6 make a room hotter.
2 Complete the sentences with modifiers.
1 This solar heater turns itself on and off
automatically - it's q u j t e unusual.
2 This mouse costs €200 - that's
r _______________ у expensive!
3 My mum has a new travel DVD player for the car -
it'se _____________ useful.
4 That fan doesn't work very well - it's к о_
old-fashioned.
5 The heater isn't working - the classroom is m ____
t _ _ cold.
6 I can't do this exercise - it's t _________ impossible!
3 Match the photos (1-8) with the activities (a-h).
1 We've had these customs for a really long time -
they're very (tradition a])/ atmospheric.
2 There are so many people in the street - it's really
traditional / crowded.
3 The Halloween masks were horrible - they were
really impressive / scary.
4 The costumes were so colourful / peaceful -
purple, green, red and bright yellow.
5 The meal was really crowded / impressive - there
were dozens of different dishes on the table.
6 They were setting off fireworks for 30 minutes -
they were really scary / stunning.
7 At midnight, we lit candles and everyone was
silent for three minutes - it was very colourful /
peaceful.
Explore vocabulary
5 Complete the text with the words in the box.
email texting Skype™ Tweeting
track keep lose
I use social media a lot because I don't want to 1
Jo se touch with my friends. It's great that I can 2 ... in
touch with people who live far away and we can see
each other when we make a 3... video call. I like4 ...
with Twitter because it's easy and fast to send short
messages to a lot of people at once. Our teachers get
angry if they see us 5 ... with our phones in class, so
we always keep our phones in our bags, of course! If I
want to send a longer message about something more
serious, I generally6 .... Some people use Facebook to
7 ... down their old friends, but I've never done that.

6 Choose the correct words to complete the text.

I always look forward 1(to)/ of Thanksgiving. It's my
favourite holiday celebration. We usually spend several
days preparing 2for / to it. I usually work 3w ith / for
my mum in the kitchen, making lots of cakes and
bread. Our relatives join us for the meal. We agree
4on / with who is going to prepare which dishes
several days in advance. There's always plenty of food!
Our guests arrive ton / at our house bringing pies and
roast meat and all kind of vegetables. It takes several
days to recover 6from / of all the excitement and
the food!

a dress up for the occasion e make special food

b give a present f play music
с have a good time g put up decorations
cJ hold a contest h set off fireworks
Language focus © Language builder
1 Complete the text using the correct passive
5 Choose the correct words to complete the
form of the verbs in brackets.
conversation.
Record recycling competition
Vinyl records \were developed Janis: What \a for New Year's Eve? Would you
(develop) in the early 19th like2. ... to see the fireworks on the South
century, but in the 1960s they Bank with me and my parents? It's a huge
2 ... (replace) by audio cassette celebration 3 ... takes place on the banks of
tapes, later by CDs and most the River Thames every year. We 4 ... to it last
recently by digital services. Now, there are millions year and it was great!
of old vinyl records that3 ... (not use) anymore. Lisa: That's a good idea! What time 5 ... ?
Thousands of them 4 ... (throw) away every year. There Janis: It 6 ... at 8 pm and the fireworks 7. ... off at
are many ways that plastic 5 ... (recycle), but what midnight. It 8 ... free, but now you can't see
about vinyl records? A prize of £1 ,0006 ... (award) to them 9 ... you buy tickets in advance.
the most creative and original concept for reusing old Lisa: That's OK, but I'm worried about10... home.
records and the winner7. ... (give) the opportunity to
Janis: Don't worry. It'll be easy "....hom e - I'm
put his or her recycling plan into action.
sure the buses and underground w ill12. ... all
night. And if not, we can get a taxi!
2 Join the sentences using a relative pronoun
Lisa: Fantastic!
and a relative clause.
1 That is the woman. She sold us her old car. 1 a are you b will you с would d do you do
That is the woman who sold us her old car doing do you do
2 This is the shop. I bought my clock here. 2 a go b going с to go d we go
3 My dad has a friend. He collects old radios. 3 a which it b which с where d what it
4 Is this the machine? It is used to play old records. 4 a 've been b 'd been с went d was been
5 a it starts b is it с will it start d does it
5 That is the film. I told you about it.
starting start
6 Where is the boy? I borrowed his book.
6 a 'II start b starts с 's starting d 's started
7 a will be b will set с will be d were set
3 Complete the text using the -ing form of the
set setting
verbs in the box.
8 a would b was с used was d used to
become play do have put sing be been be
make study 9 a if b when с although d unless
10 a get b to get с getting d we'll get
I'm in a rock band with three of my friends. We enjoy 11 a to get b getting с get d we get
'making, music together. I'm not good a t 2 , but I 12 a have run b running с be running d be run
really love 3 ... the guitar. We're looking forward t o 4 ...
our music online quite soon and we dream about5....
famous one day! Of course,6 ... and 7 ... homework
are important. But I believe in 8 ...fun, too!
О Speaking
6 Match the sentences.
4 Choose the correct words to complete the text. t How much memory does it have?
2 Could you come with me to the supermarket?
88£Шйййа U M L l i i T J i B i l l i i i 3 Is it easy to use?
4 I need to organise the music.
5 How long does the battery last?
r’s Eve party? a About nine hours of talk time,
! your party , | | | b It's got 32GB of memory,
>ur website and choose с Shall I lend you my speakers?
i o f costumes and masks? d Sure! We'll buy some snacks and drinks,
; theme that everyone e Yes, very easy. And it's fast, too.
; for everybody, 5To
i fo r people of all ages ,
. /designing their
r unique app design !
7to visit / visiting (
Ш М Ш ш С Ш Ш 'Я

73
 Weird and wonderful
fOiscovery
F П IJ Г A T I Г» N

Mission,
possible? p77
тмш

A lost civilisation p80

Describing
mistakes p82

CLIL Lions in
danger p121
Vocabulary
* Story elements
® Prepositions and adverbs
of m ovem ent
«■ Linking phrases
« W ords in context
Language focus
e Third conditional
® must have, can't have,
might/may/could have
BE CURIOUS
What can you see in the photo? "
. ■ -.Jr.
Unit arms Start thinking
I c a n ...
• What kind of story does this
« talk about a story I've enjoyed.
picture come from? /§
* understand a plot summary and an article
about an unusual place to live. • Why is the knight w earing Ы
* talk about imaginary situations in the past armour?
and give possible explanations for past к • Do you enjoy stories about
events. H k characters like these?
* understand a podcast about a local legend.
* use appropriate phrases to get more
information.
* write a story.
Vocabulary S to ry e le m e n ts
1 © Ш Ш Match the story elements in the box with the definitions (1-8).
Then listen, check and repeat.
action main character(s) suspense villain
1 the things that happen in a story plot
2 the most important person or people in
a story
3 a person who is brave and good
4 a feeling of excitement when you are
waiting for something to happen
2 Identify the story elements in the
description below.
action - fighting against the White Witch's army
пкLion .i,eW itch
K
i ‘‘W ardrobe
Most of the story takes place in a fantasy world
which four children enter by clim bing through
the back of a wardrobe. Th is enchanted
land is ruled by the evil White Witch. She
keeps the land in permanent winter. But the
real king, Aslan, an enormous lion, is trying
to win back his kingdom. The four children
fight bravely alongside Aslan and his army to
defeat the White Witch. But it isn ’t an easy
task. The White Witch tries to trick Aslan and
alm ost kills him, but he is strong, and by som e
incredible m agic, he com es back to life.
mystery ptet setting hero
5 a bad person
6 something strange or unknown that
you can't explain
7 exciting things that happen in a story,
e.g. a battle, escaping from an enemy
8 the place where the story happens
з Ошшз Listen to two people
talking about a film they've
seen recently. Which four story
elements do they talk about?
4 Think of a book you've read
or a film you've seen recently.
Make notes on some of the
story elements from Exercise 1.
5 Work with a partner. Discuss
your book or film. Tell your
partner why you enjoyed it.
^ Vocabulary bank • page 113
75

Reading a p lo t
sum m ary
^ Work with a partner. Look at the
picture and answer the questions.
1 What do you think happens in the
story?
2 Who are the main characters?
3 Do you think it has a happy ending?
© Ш Е И Read the plot summary and
check your answers. What do you
think happens at the end of the
story? Why?
Read the summary again. Put the
events in the order they happened.
The dinosaur appeared.
The hunters killed the dinosaur.
The dinosaur noticed the hunters.
Eckels stepped off the path.
Eckels saw the dinosaur.
The hunters escaped in the time
machine.
Eckels killed the butterfly.
76
A S o u n d o f Thunder is a classic science-fiction story. Written in the
1950s, it's set in an imagined future world where people can travel in
time. A tour company specialises in taking hunters back in time for an
incredible hunting experience: finding and killing a Tyrannosaurus Rex.
The main character, Eckels, is one of the hunters who signs up for the trip.
Before they set off, the guide explains the rules. They must not touch
anything, and they must not step off the special path that floats
abo ve the ground because any damage to anything in the past could
have a terrible effect on the future.
The guides plan to see a Tyrannosaurus Rex at a particular point in time,
just minutes before a tree falls on it and kills it. When the hunters first see
the incredible creature appro ach ing them through the ancient forest,
they are amazed. Eckels panics, turns around and steps off the path.
The main guide is extremely angry and sends Eckels back to the time
machine. The dinosaur hears the noise and turns to w ard s the hunters.
They are terrified, but they manage to shoot at, and kill, the monster.
They run b a ck to the time machine, but, when they get back to their
own time, things are not quite as they were.
F A C T ! Ray Bradbury's stories and novels have sold
more than eight million copies all around the world.
Si >
plore prepositions and adverbs of movement
Look at the highlighted words in the summary. Use the
correct form of the phrases to complete the sentences
below.
H e . turned towards me and whispered, 'What's the answer?'
Sh e .... me slowly.... the crowded room.
The balloon w a s.... so high .... my head that I couldn't catch it.
I forgot my bag and had t o .... to the house to get it.
I .... the train onto the platform where my friend was waiting.
When I shouted his name, h e .... and saw me.
5 Think about the route you took to school today. Use the
prepositions and adverbs to describe your journey.
I walked through the park and up the hill above the station.
^ Vocabulary bank • page 113
Work with a partner. Imagine that the story is being
made into a film. Think about the questions below.
1 Who would you choose to play the parts of the main characters
(Eckels and the guide)?
2 What locations could be used for the setting in the past?
3 What would the poster look like?
I think Robert Pattinson would
be perfect as Eckels.
Oh no! I think
 conditional sentences using the prompts
in brackets.
When Eckels stepped off the path, he killed a butterfly,
and the butterfly's death had a small effect on time. The 1 Last night, I wanted to stay at home and watch TV,
present they return to is no longer the same safe world but a friend called and invited me to the cinema.
they left behind. It has become a cold and cruel place. (If / my friend / not call, I / stay / at home / watch TV)
Eckels watches in amazement as the guide takes out his If my friend hadn't called, I’d have stayed at home
gun and points it at him. If Eckels had stayed on the path, and watched TV.
he wouldn't have killed the butterfly. If he hadn't killed 2 When we got to the cinema, the film was sold out,
the butterfly, things wouldn't have changed. If he hadn't so we decided to go for a burger.
stepped off the path, would the guide have pointed the gun (If / the film / not be / sold out, we / not go for a
at him? The story ends with a sudden sound of thunder. burger)
3 I didn't have any money, so I decided to go to the
bank.
(If / 1/ have / some money, I / not go / to the bank)
Language focus 1 T h ird 4 On the way to the bank, we saw a man selling
lottery tickets.
co n d itio n a l
(We / not see / the man / if / we / not go / to the bank)
1 Complete the examples from the text. Then 5 My friend bought a ticket, so I bought one too.
choose the correct words to complete the (I / not buy / a ticket / if / my friend / not buy one too)
rules. 6 My ticket was a winning ticket and I won a million
pounds!
Imaginary situation m (If / my friend / not call / to ask me to go to the
(If + past perfect) (would have + past cinema, I / not win / a million pounds!)
participle)
© Say it right! • page 97
If Eckels ’....on the he 2 ...the butterfly,
path,
If he 3.... the butterfly, things “.....
If he 5 off the path. 6.... the guide.... the gun at
Think about three things you did yesterday.
him?
Write a short sentence for each one.
Yesterday, I went to school.
We use the third conditional to talk about imaginary
situations in the present / past.
We often use the third conditional to talk about Work with a partner. Talk about how your day
things we 2regret doing / want to do. could have been different.

If I hadn't gone to school yesterday,

Grammar reference • page 105 I'd have gone to the beach.
S - — — -----------------------
2 Choose a verb phrase from the box to I wouldn't have done the Maths test, ..
complete the sentences below.
■A.

wouldn't ha v e be e n
h a d n ’t been
had changed would have changed had talked
would you have said

1 If he hadn't stepped off the path, the guide

wouldn’t have been angry with him.
2 If the guide.... so angry, he wouldn't have pointed
the gun at him.
3 Nothing .... if Eckels had stayed at home.
4 If nothing ...., the story would have been very
boring!
5 .... anything to the guide if you had been in Eckels'
position?
«Discovery EDUCATION J
6 If Eckels.... to the guide, do you think he wouldn't
have been so angry?

77
 The Giant's Causeway
Ж '- ш я ш ь г щ п т т
Listening a podcast
1 © Work with a partner. Look at
the photo. What can you see? Do
you think this was made by a giant,
by humans or by nature? Why?
2 © M I S Listen to the podcast. Are
these sentences true or false?
1 The causeway is artificial.
2 The podcast gives three different
explanations for the causeway.
3 The presenter prefers the second
theory.
3 © M S S Listen again and choose
the correct options.
1 The Giant’s Causeway is in Northern
Ireland / Scotland.
2 The tallest columns are over 12 /2 0
metres high.
3 Local legends say there was once
an Irish giant called Finn McCool /
Benandonner.
4 This giant wanted to w a lk /sw im 70
miles across the sea to Scotland.
5 Finn wanted / didn't w ant to fight
Benandonner.
6 Finn had a baby son / dressed up
like a baby boy.
7 Benandonner thought that the
baby was dangerous / Finn was
enormous.
8 Scientists say the columns were
formed 16 /6 0 million years ago.
78
Vocabulary U n k in g p h ra se s
4 © K E Q Complete the sentences from the podcast with
the phrases in the box. Then listen and check.
rather than in fact as a result of of course
the n aga in according to in order to so that
1 This can't have formed naturally! But, then again , humans
can't have built it either. It's just too big!
2 .... local legends, long, long ago, giants lived in the Celtic lands
of Ireland and Scotland.
3 Finn didn't like water, so, they say that.... swim across, he ...
4 ... may have built an enormous causeway.... he could walk
across the sea.
5 ......70 miles away, on the west coast of Scotland, similar steps
lead out of the sea and back to land.
6 .... trick Benandonner, she dressed Finn up as a baby.
7 But,...., there is another explanation.
8 Scientists say that the causeway exists.... a series of violent
volcanic eruptions.
Vocabulary bank • page 113
5 Make a list of all the legends
you know. They could be from
your country or anywhere in
the world.
the kraken - a giant sea creature
6 Choose one of the legends
from Exercise 5 and write a
short text. Use linking phrases from Exercise 4.
According to legend, the kraken lived off the co a st o f Norway.
It attacked ships in order to take them to the bottom o f the sea.
 Match the beginnings and the ends of the
sentences.
1 What was that noise?
i It might have been the branch of a tree,
ii It can't have been the cat,
iii It must have been the neighbours' kids,
a it's Halloween and they're out trick or treating!
b because she's sitting here with me!
с it's windy and there's a tree outside the window.
2 Where's John? He said he'd be here at eight!
i He must have got stuck in traffic,
ii He may have gone to the supermarket,
iii He can't have got lost,
a I asked him to get some milk for the morning,
b the roads are really busy tonight,
с he's been to our house a million times!

We don't use can with have + past participle. We only

Language focus 2 must

use may, might or could.
It could have been a giant. / ft can have-been a giant. X
have, can't have, might/may/
could have
1 Complete the examples from the listening Look at the photos. Write sentences with must
on page 78. have, can't have and might/may/could have.
He m ust havejum ped out o f a plane.
could a giant have may have
can't have might-have must have

1 It's easy to believe that a giant .might have, built

them.
2 Humans.... built it either. It’s just too big!
3 .... built this causeway?
4 H e .... built the enormous causeway so that he
could walk across the sea.
5 The local people say it .... been a giant!
ft. к ffvSA;
2 Look again at the examples in Exercise 1
and answer the questions.

1 What verb form follows the phrases in the box?

a infinitive b past participle
2 Are the examples talking about the past or the
present?
3 Match the modals (i-iii) with the meanings
(a-c).
i must have a I think this explanation
ii can't have is impossible.
iii might/may/ b I think this is the only 5 Work with a partner. Compare your sentences.
could have explanation. Which are a) the most probable and b) the silliest?
с I think this explanation
is possible, but not the I think he must have jumped out of a plane.
only one.

Grammar reference • page 105

79
 Discover Culture
Ж Work with a partner.
Look at the photos. How do
you think they are linked?
Find out about the Chiribaya of Peru
2 © Ш В Watch the video and check
your answers to Exercise 1. What do
the objects they found tell us about
the Chiribaya? How were llamas
important?
3 © 1 Ш Before you watch the video
again, put these sections in the
correct order. Then watch and check
your answers.
a archaeologists take objects out of
graves
b objects in an exhibition
с the importance of llamas
d what the archaeologists found
e what the valley looked like when the
Chiribaya lived there
f where the discoveries were made
80
A mummy
A grave
Archaeologists
Q 'W m Watch the video again and complete the
sentences.
1 A bout.... years ago, workers from a nearby town were
digging in the sand here when they found bones. Human
bones.
2 When they lived here, in the lio Valley, between 900 and
.... AD, everything would have looked very different.
3 At that time, there may have been as many a s .... people living
here.
4 Pots like these might have been used for food, or to carry.....
5 Archaeologists have found gold artefacts in some of the graves,
suggesting that their owners were very.... and.... people.
6 Some of the hats that archaeologists have found have
beautiful feathers. The feathers o f ....
5 Ask and answer with your partner.
1 Have you ever visited an archaeological site or an exhibition
of ancient artefacts? If yes, where was it? What do you
remember about it?
2 If you could travel back in time to visit an ancient civilisation,
which civilisation would you like to visit? Why?
6 Imagine you could visit one of the civilisations you
talked about in Exercise 5. How would life have been
different? Think about these things:
• their homes • their clothes
• their food • the work they did
Reading A m a g a z in e article
© Work with a partner. Look at the
photos. Who do you think lived in
these houses? How long ago did they
live there? Why did they build their
houses in this way?
Read the magazine article and
check your answers.
Read the article again. Find a factual
mistake in each sentence below.
1 The Mesa Verde National Park is in
Mexico.
2 The Pueblo people lived there for nearly
700 years.
3 The word pueblo means build.
4 The Balcony House is made up of 10
rooms.
5 The only door is at the end of a tunnel.
6 The Pueblo people used ladders and ropes
because they enjoyed climbing.
PUEBLO PEOPLE
OF THE f o u r c o r n e r s
^Colorado
/ К New
Mexico
Mesa Verde National Park covers more than 80 square
miles of the Four Corners region of the United States,
where the borders of Utah, Colorado, Arizona and
New Mexico meet. It was once the home of the Pueblo
people, a Native American civilisation famous for its
amazing cliff dwellings. The best examples of these
incredible homes can be seen in the walls of the park's
spectacular canyons.
The Four Corners is a landscape of extremes - hot
and dry in summer, covered in snow in winter. It isn't
an easy place to live, but the Pueblo people made
their home here and farmed the land for over 700
years, from 600 to 1300 AD. They built complicated
'villages' (their name comes from the Spanish word for
village, pueblo) where hundreds of people shared the
protection of their strong stone walls. Early European
settlers in North America were amazed by their
building ability.
plore words in context
Match the highlighted words in the article with the
definitions.
1 a complicated system of paths where you can easily get lost
2 a deep valley with very steep rock sides
3 a place where someone lives - a home
4 people who move to live in a new country or continent
5 the line that separates two countries or states
Imagine you lived in one of the cliff dwellings 1,000 years
ago. What would your everyday life have been like?
There wouldn’t have been any electricity.
Work with a partner. Compare your ideas in Exercise 5.
Would there have been any advantages to life as one of
the Pueblo people?
I think it might have been fun to climb in
and out of the houses every day!
Cliff Palace, Mesa Verde Park Balcony House
The Cliff Palace is the largest Pueblo cliff dwelling in the
park. It's best seen from above, where the building will leave
you thinking about how these people could have built such
complex houses. The most interesting of all the houses is the
Balcony House. It is made up of 40 rooms, connected by long,
narrow tunnels and built around a series of shared spaces and can
only be visited with a guide. You have to be ready to climb - the only door
into the house is at the top of a ten-metre high wooden ladder! When the Pueblo
people lived here, they would have entered their homes by climbing ladders and
ropes up the steep cliff wall. Once inside, they would have pulled the ladder into
the house in order to protect themselves from enemies.
Exploring the maze of tunnels and rooms, you really start to understand what life
must have been like for the Pueblo people so long ago. As you stand at the edge
of the cliff, looking down into the canyon below and listening to the silence of
nature, it's easy to imagine that you have travelled back in time.
r ,M ......... .......... — ч
F A C T ! The Pueblo people's houses in Charco Canyon
were the tallest buildings in the USA until the 19th century.
 R e a l ta lk : What's the biggest mistake you've ever made?

1 © 1 Ш Watch or listen to the teenagers. Order the mistakes they talk about.
a not getting a place с not sleeping e losing football matches
b not going on a holiday d lots that I've learned from f not saying sorry

2 p i What's the biggest mistake you've ever made? Ask and answer with your partner.

3 © Ш Е Л Listen to Dana and her friend Nicola.

What mistake did Dana make?

4 Complete the conversation with the useful

language.

Useful language
Did your mum know?
Did she say anything?
That was lucky!
Oh no! So then what happened?
Really - why was that?
5 © Ш 8 3 Listen again and check your answers.

6 ^ Work with a partner. Practise the

Nicoia: That's a nice watch. Is it new?
Dana: No, it used to be my mum's. In fact, it
nearly got me into trouble once.
Nicola: Really - '.why was th a t ?
Dana: Well, when I was about six, I borrowed it
from her room. Then I went in the garden
to play, with the watch in my pocket.
Nicola: Did your2 ... ?
Dana: No. Anyway, I was playing in the garden
when I lost it. I looked everywhere but I
couldn't find it.
Nicoia: Oh no! S o 3 ... ?
Dana: Nothing! I just hoped Mum wouldn't
notice.
Nicola: Did she4 ... ?
Dana: No, but a few weeks later the dog was
digging up some flowers and he found the
watch!
Nicola: 5 ...! Was the watch okay?
Dana: Yes. I just cleaned it and put it back. She
still doesn't know what happened.
Nicola: Wow! If the dog hadn't been naughty, you
wouldn't have found it!
conversation in Exercise 4.
7 p i Work with a partner. Take turns to say the
sentences below and respond with a phrase
from Exercise 4.
1 Last year, I took my sister's MP3 player without
asking.
2 I fell out of the boat into the river.
3 My dad got really angry with me.
4 Anyway, I found it under the sofa a week later.
5 I looked everywhere, but I didn't find them.
6 Then I realised that it wasn't in my bag.
8 P i Work with a partner. Plan your own
conversation. Use the ideas below and
Exercise 4 to help you.
S itu a tio n 1
You b o rro w e d s o m e o n e ’s M P3 p la y e r. It fell
o u t o f y o u r b a g a n d y o u lo st it. You a re sa v in g
m o n e y to b u y th e m a n o th e r o n e.
S itu a tio n 2
You w e n t o n a sch o o l trip. You w e re p la y in g
a ro u n d a n d d r o p p e d y o u r p h o n e in a p o n d . It
d o e s n ’t w o rk now a n d y o u r p a re n ts a re angry.

82
^ Writing Telling a story

Read Theo's email. What happened to Nick?

Hi Joel,
How are things? You’ll never guess what happened to me and my
brothers yesterday! We went for a bike ride in the country and we
were chatting and laughing when, suddenly, a dog ran across the
road right in front of us. Obviously, we tried to stop, and Robbie
and I crashed into each other. Fortunately, we were okay, but Nick
wasn’t so lucky. He stopped so quickly that he fell off his bike and
hit a wall at the side of the road. He hurt his arm and his back.
If he’d seen the dog just a few seconds earlier, he’d have had
time to stop safely.
Luckily, we had our mobiles, so we called our parents. We had to
wait a long time, and Nick looked awful. He must have been in a
lot of pain. Eventually, my parents arrived and took Nick to hospital,
Amazingly, he only had a broken wrist. It was a shock, but it could
have been much worse!
What’s your news?
Theo
\ _________________

2 Read the email again and answer the questions.

1 Where were they? 4 What did they do?
2 Who was there? 5 What happened in the
3 What happened to them? end?
Get writing

Adverbs PLAN
We use adverbs in stories to link ideas together and to make a
story more dramatic and interesting. 5 Plan a story about an event
• ... when, suddenly, a dog ran across the road. in your life (or invent one).
• We called my parents immedia tely. Make notes on the questions in
• Eventually, they arrived. Exercise 2.

WRITE
3 Look at the Useful language box. Find four other 6 Write your story. Use your notes
adverbs like this in the email. from Exercise 5 and the model
text to help you.
4 Match the beginnings and the ends of the sentences
and join them with an adverb from the box.
CHECK
fortunately eventually obviously luckily amazingly 7 Can you say YES to these
questions?
1 They walked for a long a upset. • Have you explained what
time but b he didn't hurt himself, happened clearly using the
2 We saw the wild cats but с they arrived at the questions in Exercise 2?
3 James crashed his quad campsite, ♦ Have you used adverbs to make
bike into a tree but d we won £1,000! the story more interesting?
4 She was crying and e they didn't see us.
5 We'd never bought a
lottery ticket before but
83
 Right or wrong?
1 *
«Discovery P П И Г AT IП N
*V ,

On the run p87

Future directions p90

The biggest lie you've

been told p92

CLIL True or false? p122 CURIOUS J

V o c a b u la ry Unit aim s
» Crimes I c a n ...
» Words in context s talk about crimes and how serious they are.
« Reporting verbs » understand news stories about crimes and
• Verb expressions an article about unusual laws. someone commit it?
« report what people have said and ask for
L a n g u a g e F o cu s Ш&к® What problems could the
information politely.
• Reported statements Ш т . firefighters and police have?
• understand a news podcast about young
» Reported questions
heroes.
• Indirect questions
• ask questions to clarify and use appropriate
phrases to confirm or deny information.
• write an online article.
Vocabulary C rim es
1 ф ш Match the words in the box with the photos (a-h).
Then listen, check and repeat.

m ugging kidnapping pickpocketing illegal dow nloading

arson vandalism shoplifting robbery

2 Which of the crimes are related to Listen to a short radio report

a) property, b) a person or c) both?
shoplifting - property
3 Match the beginnings and the ends
of the sentences.
1 The men committed the robbery during
the daytime,
2 They were sent to prison for vandalism
3 He only got a fine for shoplifting
4 They suspect him of illegal downloading
5 The police arrested her for arson
a because he only stole one thing and it
was his first offence,
b they stole two computers and no one
heard or saw a thing!
с but they haven't found any pirated films
or music on his computer yet.
d after they saw her start the fire on a
security camera,
e after they painted graffiti at the bus
station and broke windows in the
shopping centre.
about common crimes around the
world. Which five crimes are
mentioned? What do the two people
say about them?
The first crime is illegal downloading. It ’s
the top crime at the moment.
Look again at the crimes. Which do
you think are a) very serious, b) quite
serious and c) less serious? Make
notes.
Discuss the questions in groups.
1 Do you agree or disagree about the
crimes? Compare your notes.
2 Which of the crimes on the list are
common where you live? Do you live in
a safe or a dangerous environment?
Vandalism is very common here,
there is a lot of graffiti ...

^ Vocabulary bank • page 114

 im perfect
A Sometimes crimes don't go as planned.
^ Here are three stories about unsuccessful
attempts to break the law!
■#W w :• Yi -,>'Y NWY'V v.Y •
- He said that he was surprised that the police had
ы ■. *-
Reading N e w s sto rie s
1 Look at the photos (a-с) and match them
with the captions (1-3).
1 An enormous bag of cash
2 Euros which you've never seen before!
3 Be careful if you find cash in the street!
Read the news stories and match
them with the photos. What is surprising
about all three stories?
Read the stories again and choose the
correct options.
1 The bank robber made a mistake because he
told reporters / his friends about the crime.
2 He told people about the crime before /
before and after it happened.
3 It was silly to use a €30 note because they
aren't real / often used.
4 The shopkeeper discovered the fraud
im mediately / after the event.
5 The Scottish police officer was honest /
dishonest.
6 Mr Tarrant had forgotten about / returned
for the money.
86
A thief in Toronto announced his plan to rob a
bank on Facebook. He then changed his name
on the social media site to his idol - the bank
robber Robert Metcalf. Then, to make sure all
his friends knew about the robbery, he posted
photos of himself holding some hundred-dollar
bills. O f course, the police didn't take long
to catch him. When asked about his need to
advertise the crime, he told the truth and said to
reporters that he couldn't believe his bad luck.
looked at his Facebook page!
In Germany, a man was found guilty of forgery
when he walked into a shop and bought some
cigarettes. He paid for the cigarettes with a
€30 note, although this note doesn't exist.
The shopkeeper didn't notice at first - he told
journalists that the fake was very poor quality.
'I was distracted. I gave €20 in change to the
man. Later I realised my mistake!'The police
eventually arrested the criminal. He said that
somebody had given him the illegal note as a
joke, but police found hundreds of fake notes at
his home and arrested him for fraud. The local
police inspector said that she had never seen
such a stupid crime.
plore words in context
Look at the highlighted words in the stories and
match them with the definitions.
1 be in control of or responsible for something
2 record information on paper or on a computer
3 something that looks real and is used to trick people
4 two words for the crime of producing false documents
5 announce something
6 somebody that you admire a lot
5 Read the three stories again. What lesson can we
learn from each one? Make notes.
In the first story, the lesson is that social media can cause
you problems. People tell everybody everything...
6 Work with a partner. Discuss your ideas from
Exercise 5.
I think the lesson in the third story is
that you can't trust a police officer.
_________ J
I don't agree, I think it's
more about honesty, you
 In Edinburgh, Scotland, Ian Tarrant was walking down the street
one day and suddenly found £75 on the pavement. He took it
Tell must be followed by a direct object
to his local police station. The police officer said that he would
but say isn't.
register it. A few days later, Mr Tarrant went back to the police
station to ask about the money. He thought that if nobody had
’I'm sorry.' -*■ She told me she was sorry.
collected the money, he could keep it. But the police officer in 'I'm sorry.' She said she was sorry.
charge said he had forgotten all about it. More importantly, the
money had gone missing. In the end, the police had to return the
money to Mr Tarrant. If he hadn't gone back to the police station, Complete the reported statements
the police officer would have kept the £75! made by criminals.
‘I'm guilty of committing the crime.'
He told u s ,....
'I stole the money.'
F A C T ! CC7V cameras often help prevent crime. There are
She said.....
over 5 million CCIV cameras in the UK, 1 for every 14 people.
'I've never been in trouble before.'
He told them .....

Language focus 1 R e p o rted 4 'I will never do it again.'

He said.....
sta te m e n ts 'I can't understand why I did such a
terrible thing.'
Look at the sentences below. Can you find them as She said....
reported speech in the text?
'I didn't steal from the old lady.'
'I can't believe my bad luck.' She told the police.....
'I'm surprised that the police looked at my Facebook page!'
'The fake is very poor quality.'
'Somebody gave me the illegal note as a joke.'
'I've never seen such a stupid crime.' Write true and false reported
'I'll register it.' statements. Use the sentence
prompts to help you. Add three
Look at the sentences in Exercise 1 and the examples of more sentences using your own
reported speech in the text again. Then complete the ideas.
rules. I said that I would do all my English
When we report a conversation, ... homework this week.
1 the present simple changes to the future / past simple. My best friend told me th a t...
the past simple changes to the present perfect / past perfect, My teacher told us th a t...
the present perfect changes to the past perfect / past simple. Yesterday, my mum/dad said th a t...
will changes to would and can changes to can't / could.
Work with a partner. Can they
Grammar reference • page 106 guess which of your sentences are
true and which are false?
Read a police officer's response to the news stories in
The first one's false -
the text. Choose the correct form of the verbs in the
you'd never say that!
reported version in the box.
'Most people are honest. If they find money in the street, You're right!
they'll give it to us. In fact, last year there were fewer crimes
in the UK. If there are dishonest people in the police force,
they will lose their jobs. But the general public can continue
to help the police to fight crime.' т % т ш ж -.>m -v

The police officer told reporters that most people

'were / had been honest. He said that if they
2have found / found money in the street, they
3wou!d / will give it to the police. He told us that
in fact last year there 4have been / had been
fewer crimes in the UK. The police also said that
if there 5are / were dishonest people in the police
«Discovery EDUCATION

force, they 6w ould / will lose their jobs. He finished

Щ я т 8.1 On the run
by saying that the general public 7could / would
continue to help the police fight crime.

87
 йЩ

Vocabulary R e p o rtin g v e rb s Listening A n e w s re p o rt

Match the verbs (1-8) with the 4 ^ Work with a partner. Look at the police
definitions (a-h). Then listen and repeat the sketches for two crimes. What do you think
reporting verbs. happened in each?
1 admit a to say that you are not happy with
something 5 Listen to a news podcast. What do
2 promise b to make a choice about what you the two stories have in common?
want to do
3 suggest с to have the same opinion as other I Work with a partner. Listen again and
people look at the words. Which words belong to
4 explain d to say in a strong way that which story? Try to reconstruct the stories.
something is true or should happen
5 complain e to say something is true when you scared millionaire evidence bravery robber
don't want to kidnapper fine reward
6 insist f to say something more about
something
7 decide g to say that you will definitely do © Jt$SS Complete the sentences with the past
something simple form of reporting verbs from Exercise 1.
8 agree h to offer a plan or an idea Which story do they come from? Then listen
again and check.
2 Choose the correct verb to complete the 1 Ralph.... that he'd been a little scared.
sentences below. 2 H e .... that the man in the library was the robber.
1 My mum com plained / promised that she would 3 The police.... that James would receive a reward.
buy me a new bike. 4 The businesswoman .... that she and James met to
2 He adm itted / com plained that it was his fault. thank him in person.
3 He insisted / suggested that he was innocent. 5 The police.... that it was a very detailed
4 She suggested / explained that we went out for description.
dinner.
5 They decided / adm itted that they would stay at
home.
6 We com plained / agreed that this was the best
8 Work with a partner. Which of the teenagers
decision. was braver? What would you have done in
these situations?
7 They promised / com plained that the fine was
too high.
I think the first because the boy was
8 She decided / explained that the robbery had very brave, he might have died!
been carefully planned.

I agree. I don't know what I would

3 Report things that you have said to other
have done in that situation ...
people. Can you use all eight verbs?
I complained th a t I had too much homework.
Vocabulary bank • page 114

88
Language focus 2
Reported questions indirect questions
1 Complete the examples from the listening on 4 Complete the examples from the listening on
page 88. page 88.
irect questions Reported questions Direct questions Indirect questions
Were you scared? I also 1. him if he'd been What did you discover ... you tell us what you
scared. there? discovered there?
How did you catch the I asked him how he 2.. the Give us more details James, I w as2 ... you could
robber? robber. about the crime, James. give us more details about
the crime.
Why is James's evidence I asked the police why
so important? James's evidence 3... so
important. Look at the direct and indirect questions in
Exercise 4 again and complete the rules.
Look at the direct and reported questions in In indirect questions, ...
Exercise 1 again and complete the rules. 1 we use / don't use the auxiliary verbs do or did.
In reported Yes/No questions, we use if I when. 2 we use / don't use if in Yes/No questions.
The word order is the same / different in direct 3 we use the word order of a statement / question.
and reported questions.
We use indirect questions in order to
The tense changes / doesn't change in reported
a check we've understood,
questions. b be polite.
Reported questions have / don't have question
marks.
Grammar reference • page 106
Grammar reference • page 106
6 Write indirect questions for the witness of
Look at the police officer's questions. Put a robbery. Add two more questions using your
the words in order to complete the reported own ideas.
questions. 1 What's your name?
'What time did you leave home?' (home / had / Could you tell me what your name is?
w hat/she/tim e / left) 2 How old are you?
He asked her what tim e she had le ft home 3 What happened?
'Were you alone?' (been / if / she / alone / had) 4 When did the robbery take place?
He asked her.. . . 5 Did you do anything to try to stop the robbers?
'Do you have a criminal record?' (record / if / had / 6 When did the police arrive?
she / criminal / a) 7 Were you frightened?
He asked her . . . . 8 Did anybody else see the incident?
'Did anybody see you?' (her / seen / had /
anybody / if) ^ Say it right! • page 97
He asked h e r .....
'Why didn't you call the police immediately?'
(hadn't / she / called / immediately / why /
the police) 7 Imagine a crime has taken place in your area
He asked her and that you saw it. Make notes.
8 Work with a partner. Student A is a police
officer and Student В is a witness. Use the
questions in Exercise 6 to ask and answer
about what you saw. Then swap roles.

_____________
 f 1
? Discover Culture
1 © Work with a partner. Look at the 5 © 1 j B Choose the correct words. Then watch the
photo and answer the questions. video from 00.48 to 01.05 and check your answers.
1 Are there many women police officers in your 'I may be a woman on the outside, I may appear to be
country? WhyAA/hy not? very ’careful / gentle, but I'm a lot 2to u gh e r/ harder
2 Why do you think more men do this kind of than I look. I'm just as capable as my male Colleagues /
companions, and I've got the ''strength / guts to face
down hardened bsuspects / criminals.'

6 Change the underlined words so the sentences are

true about Jolene's life.
1 All of the other officers Jolene works with are women.
2 Her department made thousands of arrests last year.
3 Jolene's mum is very angry with her.
4 She never worries about the future.

2 О ШШ What kinds of problems do you Ask and answer with your partner.
think a female police officer in China
1 Why do you think the video is called Future directions?
might face? Watch the video and check
your ideas. 2 Would you like to try Jolene’s job? WhyA/\/hy not?
3 Which jobs do you think women do better than men?
Why?
3 Test your memory. Which activities did you
see Jolene, the police officer, doing in the I think it's called Future directions
video? because ...
a shopping in a supermarket
b practising martial arts I definitely wouldn't want to try
с interviewing a suspect Jolene's job because ...
d washing clothes by hand
e walking in the hills
f putting a suspect into a car
g holding down a fellow police officer
h running after a suspect

© Щ В Watch the video again and check

your answers.
 R e a l ta lk : What's the biggest lie you've ever been told?

Watch or listen to the teenagers. Match the person people to the lie.

everyone big brother classmate (x2) ex-best friend granny

a Tomorrow's a holiday, с This is a delicious fruit, Vegetables do amazing things.

b My granny is ill. d The theme is the ocean. My cousin is a famous actor.

What's the biggest lie you've ever been told? Ask and answer with your partner.

Listen to a 5 © 1 Ш З Listen again and check your answers.

journalist interviewing
a footballer. Which 6 © Work with a partner. Practise the
thing that she asks conversation in Exercise 4.
about is true?
7 © Work with a partner. Take turns to ask and
4 Complete the answer questions about the rumours below.
conversation with the 1 You're leaving this school.
useful language. 2 Your parents have won the lottery.
3 Your sister is a film actress.
Useful language
4 You get a lot of pocket money.
Questions Answers 5 Your brother drives a sports car.
Is that right? These rumours are
Is it true that ... ? completely false. 8 © Work with a partner. Plan your own
Would you like to They're totally untrue. conversation. Use the ideas below and
comment on ... ? You must be joking! Exercise 4 to help you.
Yes, absolutely!
Ad
You e a r n e d $ l m fo r y o u r la st film.
journalist: Thanks for this interview, Luke. I've got You h a d a g o o d re la tio n sh ip w ith th e a c to r
lots of questions. Now, you're only 19, in th e film. You alw ays w a n te d to w o rk w ith
you have a 5-year contract, and people h im /h e r.
say you earn over £75,000 a week. You re ally lik e d th e d ire c to r a n d y o u w o u ld
Footballer: You rnustbejoking ! My salary is a w o rk w ith h im /h e r ag ain .
lot less because I'm still very young. You live in N ew York a n d y o u a re happ y .
Journalist: OK, b u t2 ... you've bought a Ferrari? You’d like to live in E n g la n d in th e future.
Footballer: Ye s,3 ...! That is true I It was my
dream to buy a Ferrari.
Jo u r lis t
Journalist: I've also heard you don't have a good
relationship with your manager. 4 ... ? You h av e h e a rd s to rie s th at h e /s h e e a r n e d
Footballer: Look, these rumours5 .... I respect the $6m fo r h is /h e r la st film.
boss, honest! You w a tc h e d th e film a n d you think th at h e /
Journalist: OK! Would you 6 ... all the stories s h e h a d a g o o d re la tio n sh ip w ith h is /h e r
about you moving to Spain? co-star.
Footballer: Yes. They're 7 .... I'm happy here and You h av e h e a r d ru m o u rs th at h e /s h e d id n ’t
enjoying my football. But one day I'd like th e d ire c to r of th e film.
love to play in Spain or Italy. Why not? You r e a d th at h e /s h e h a s b o u g h t a n ew
h o u s e in Los A n g e le s w ith 10 b e d ro o m s
a n d 12 b ath ro o m s.

92
^ Writing A n o n lin e article

Read the online article. Is the situation with illegal

downloading getting better or worse?

ILLEGAL MUSIC DOWNLOADS

Oo you bre ak the law ? If you send songs you find online to your frie n d s’ m obile phones,
then th e answ er is yes. Nowadays, illegal dow nloading is said to be th e m ost com m on
global crim e, w ith an estim ated 30 billion songs downloaded since 1999.

In th a t tim e, m usic sales have fallen by m ore than half. In fact, in the USA last year only
about one th ird o f online m usic w as actu ally paid ior, w ith ju s t under 95 m illio n illegal
dow nloads. The m usic com panies in sist th a t th is has caused serious problem s, not
ju s t fo r m usicians and son gw riters but fo r m any other in du stry w orkers. One study has
sho w n th a t ap proxim ately 7 0 ,0 0 0 jobs and w e ll over $ 2 .5 biilion have been lost.

However, in du stry experts a d m it th a t online piracy is actually falling . Reports suggest

th a t because o f the popularity o f subscription stream ing w ebsites, and file -sha ring
sites closing dow n, it has gone dow n by up to 75% .

2 Read the article again and make notes about why illegal
downloading is ...
1 so worrying. 2 a bad thing. 3 falling.

Useful language G et writing

Describing amounts
We can use different phrases to show more or less of a number. PLAN
• well under a billion dollars * just over a million
We also use different words to guess numbers.
5 Plan an online article about film
piracy.
• an estimated 70 billion songs * about one third
• approximately 70,000 jobs • Ask your classmates about their
opinions.
• Organise your notes using the
questions in Exercise 2. Use the
3 Look at the Useful language box. Find five other similar facts and figures in Exercise 4 to
words and phrases in the article. help you.
• Find additional information on the
4 Complete the sentences with the phrases in the box. Internet.

just over approximately well over just under WRITE

more than estimated
6 Write your article. Use your
1 One study found that.... 80 per cent of digital content notes from Exercise 5 and the
consumed in Spain was illegal. (83%) model text to help you.
2 In a survey in Norway.... three quarters of Internet users said
they would pay to see films online legally. (76%) CHECK
3 There are an .... 146 million visits every day to just 43 of the
world's digital piracy sites, experts think. (146)
7 Can you say YES to these
questions?
4 The most popular pirated film in 2013 was The Hobbit: An
Unexpected Journey, with .... 8 million downloads! (8 million +) • Have you included statistics to
show how big the problem is?
5 Piracy of movies and TV shows in Japan has reduced b y .... half
because of legal streaming sites. (49-51 % ) • Have you used phrases to give
approximate numbers and
6 In my class.... a quarter of students think illegal downloading is
percentages?
bad because it affects the film industry. (24%)

93
 Vocabulary 4 Match the sentences (1-8) with the reporting
verbs in the box.
Match the underlined parts of the story
(1-6) with the story elements in the box. suggest complain decide admit
There are two words you don't need to use. explain insist premise agree

ptet action hero suspense 1 'I'll write every day.' promise

main characters setting mystery villain 2 'This soup is too salty!'
3 'Yes, I broke the window.'
The story is about an alien spaceship that comes
4 'My clock isn't working and that's why I missed
to Earth from Mars, plot
the train.'
It lands near a small village in England.
5 'That's it! I'm going to apply for the job.'
A scientist lives there with his wife and daughter.
6 'Shall we go home now?'
The scientist is very brave and tries to save his
7 'Yes, that's a very good idea.'
family, and the world.
8 'You really have to come to dinner tonight!'
No one knows why the aliens have come to
Earth.
There is a big battle between the humans and ^plore vocabulary
the aliens.
5 Choose the correct words to complete the text.
The two boys slowly walked 1(towards)/ back the
2 Choose the correct words to complete the
castle. The path was steep and narrow. They heard a
sentences.
sudden sound and turned Tow ards / around to look
1 (Recording to)/ As a result o f legend, there was behind them, but everywhere was dark. The moon
a princess who lived in a tower long ago. shone Th ro u gh / around the clouds in the midnight
2 In order to / Rather than save her, the prince sky. A bat flew 4above / through their heads.
had to climb to the top of the tower, but it was 'Wouldn't it be better if we went 5back / off home?'
very high. said Rick. 'Don't be silly!' said Jack. They stepped 6off /
3 The princess tried to make a rope from her hair above the path and went towards the secret entrance
so that / in fact he could climb up. at the bottom of the castle w a ll...
4 O f course, / Then again, her hair never grew
long enough to reach the ground. 6 Complete the text with the verb expressions in
5 Rather than / In order to wait any longer, the the box.
prince sent a large bird to fly to the princess and
carry her away. take care came into existence
see the point date back go ahead
6 It can't have been easy to fly on a hire, but,
then again, / in order to love can make Visitors to art museums around the world should
anything possible. remember that many galleries don't let visitors take
photos. These rules 1.... to a time when people used
3 Match the sentences (1-6) with the crimes flash photography, which could damage the art.
(a-f). The rules2.... to protect the art as well as to prevent
Someone in the crowd stole arson images being sold illegally. But nowadays, with digital
his wallet, which was in his pickpocketing cameras and phones everywhere, museums are taking
trousers, b mugging a more relaxed approach. 'I don't really3 ... anymore
He was walking home when - everyone has a camera, so you can’t do much about
illegal
a man attacked him and stole it,' said one visitor. 'As long
downloading
his phone. as people4 ... not to touch
robbery
Someone set fire to the the paintings, I think it's OK,'
vandalism said another visitor. 'I don't
building.
mind if people5 ... and take
A group of men broke into
pictures of the art, but I
the bank and stole millions.
can't stand it when they just
They smashed windows and
take pictures of themselves
painted graffiti in the railway
in front of the art - it's so
station.
annoying!'
They obtained music files
from the Internet without
paying for them.
94
Language focus
1 Write third conditional sentences.
5 Choose the correct words to complete the text.
1 I didn't buy a lottery ticket. I didn't win a prize.
If I’d bought a lottery ticket, Td have won a prize.
2 You didn't study. You failed the test.
3 I didn't answer the phone. I wasn't at home.
4 He was late for school. He missed the bus.
5 Tim didn't go to the party. He had a cold.
2 Make sentences about the pictures.
1 Jo e m u st have forgotten his umbrella.
1 Joe/ must /forget/ 2 Sally/could/w in/
umbrella lottery
© Language builder
Hi Julian,
I had some bad luck yesterday. My phone '.d. stolen!
I was just stepping off the bus when a man pushed past
me. He2 ... have taken it from my bag. The police said
that several people3 ... reported stolen phones recently.
They asked me4 ... describe the man, but I couldn’t
remember. I’m so annoyed! If 15... my bag more
carefully, it wouldn’t have been so easy to steal!
Anyway - some good news! My favourite band6 ... on
Saturday - do you want to come? Do you know how
long \ ... since we last saw each other? Three months!
This band is really good. I’ve seen them twice before.
8... tickets is no problem because I know the girl9 ...
in the ticket office. If you 10... me tonight, I’ll tell you
more about it!
See you soon,
Teresa

1 has had is was

3 Julie/m ay/be sick/ 4 Sim on/can't/ 2 must had can't may to
yesterday study / very hard 3 is had could are
4 could I I could if could I if I could
5 'd closed 'd close 'd have 'II close
closed
6 a plays b will play с is playing d has
played
5 Sue / must / pass / 6 Tom / might/crash / 7 it's been has it been с it was was it
driving test bike 8 To get Getting с We can get We'd get
9 that she b that works с she works she's
3 Complete the reported statements. works working
1 'I'll answer your questions.' 10 a call call с 's calling 're calling
He told them .h e ’d a n sw e rth e ir questions .
2
3
'There's been a robbery.' He told them .....
'The robbers took all the money.' He said ....
О Speaking
4 'I'll go and call the police.' He told them ..... 6 Choose the correct words to complete the
5 'I can describe one of the robbers.' He said ..... conversations.

4 Put the words in order to make reported or A: This isn't my bracelet actually. It's my mum's.
indirect questions. B: Does she ’know / happen you've got it?
1 'Where are you from?'
She / him / he / from / was / asked / where C: Is it 2true / real that you're moving to Italy?
2 'Did you see anything?' D: Those rumours are completely 3jo kin g / false.
asked / They / anything / seen / had / 1/ if / me
E: I lost my smartphone but someone found it.
3 'What is your address?'
F: That was 4fortune / lucky!
us / you / what / is / address / your / Could /tell
4 'Was there any noise?'
G: I borrowed my sister's bike without telling her.
asked / if / He / been / any noise / there / had
H: Oh no! Did she say 5tell / anything?
5 'Where is the safe?'
where / know / you / is / the safe / Do

95
 Say it right 1
Unit 1 Sentence stress in th e
past perfect
1 ©ШШ Listen and repeat.
1 We hadn't been to a concert before.
2 I'd forgotten about his birthday.
2 © 1 Ш Listen and mark the stresses in
the sentences.
1 The show had sold out really quickly.
2 We'd wanted to go to that restaurant for ages.
3 What? He hadn't seen that film? Ever?
4 Lots of other people had arrived before us.
5 I hadn't expected to see him there. What a surprise!
3 ©МЗШ Listen, check and repeat.
4 Practise saying the sentences in Exercise 2 with
the correct stress.
Unit 2 Stress and in to n a tio n
in questions w ith How long?
1 Q l M ) Listen and repeat.
'X 'X A*,
1 How long have you been playing the guitar?
ч 4 4 4
2 How long has she been teaching at the school?
2 © M IESI Listen to the questions. Where are the
main stresses (4 )?
1 How long have you been reading that book?
2 How long has she been living in this street?
3 How long has he been working in that shop?
4 How long has it been raining?
5 How long have they been learning French?
3 © Ш Ш Listen, check and repeat.
4 Practise saying the questions in Exercise 2 with
the correct stress and intonation.
Unit 3 C ontracted form s in
th e fu tu re continuous
1 © Ш Ш Listen and repeat.
1 In 20 years' time, we'll be doing everything via our
smartphones.
2 By the end of the next century, we won't be
driving cars that use petrol.
96 Say it right!
2 © Ж Ш Listen and identify the contracted
forms in the sentences.
1 I will still be studying in 10 years' time.
2 She will be making a lot of money by the time
she's 21 .
3 There will be people living on the moon in 100
years' time.
4 Very soon, we will be talking to our computers and
we will not be using keyboards.
5 He will not be doing voluntary work because he
will not have time.
6 You will not be learning English anymore, you will
be learning Chinese.
3 © K E 3 Listen, check and repeat.
4 Practise saying the sentences in Exercise 2 with
the contracted forms.
Unit 4 Stress and intonation
in second conditional questions
1 © Ш Ш Listen and repeat.
4 4
1 What would you do if you were miles away from
home and had no money to get a bus?
4
2 If someone gave you jellyfish at a dinner party,
'x
what would you say?
2 © M E D Listen to the questions. Where are the
main stresses Ox)?
1 What would you do if you forgot your mum’s
birthday?
2 What would you say if a friend asked you to lend
her some money?
3 If you could live anywhere in the world, where
would you like to live?
4 If you won the lottery, what would you do with the
money?
5 What advice would you give to your friend if he
was worried about his exams?
6 If you didn't need to study this evening, what
would you do instead?
3 © Ж Ж Й Listen, check and repeat.
4 Practise saying the questions in Exercise 2 with
the correct stress and intonation.
 Say it right I
Unit 5 In to n a tio n in relative Unit 7 C ontracted form s in
clauses th ird conditionals
Listen and repeat. 1 © ш ш Listen and repeat.
s s 4 1 If he'd stayed on the path, he w ouldn't have
1 This is the person that I was telling you about.
killed the butterfly.
/ / S
2 My aunt has a friend who sells jewellery in the 2 If he hadn’t killed the butterfly, things w ou ldn’t
have changed.
market.
3 If he hadn't stepped off the path, w ould the
guide have pointed the gun at him?
© M X 3 Listen and mark the rising (/*) and
falling ( 4 ) intonation on the stressed words.
Listen and identify the contracted
1 Who's the person that you were talking to? forms in the sentences.
2 Here are the tickets which I got for you.
1 If my friend had not called, I would have stayed at
3 That's the man who gave me a lift. home and watched TV.
4 That's the hotel where we stayed last year. 2 If the film had not been sold out, we would not
5 Here is the charger that you lent me the other have gone for a burger.
day. 3 If I had had some money, I would not have gone to
6 That's the guy whose stall I w ork on at the bank.
weekends. 4 We would not have seen the man if we had not
gone to the bank.
Ш Listen, check and repeat. 5 I would not have bought a ticket if my friend had
not bought one too.
4 Practise saying the sentences in Exercise 2 with 6 If my friend had not called to ask me to go to the
the correct intonation. cinema, I would not have won a million pounds!

Unit 6 to and too Listen, check and repeat.

Listen and repeat.

If you decide to come and see the festival for yourself,
remember to bring warm clothes, its just too cold
otherwise!
Listen to the sentences. How are to
and too pronounced?
1 You need to drink more water.
2 It's easy to walk from here.
3 I love the beach but sometimes it's too hot.
4 I'm too tired to go out now.
5 The best time to visit is in the summer.
6 Proms are too traditional for me, I'd prefer a morp.
I Listen, check and repeat.
4 Practise saying the sentences in Exercise 2 with
the correct pronunciation of to and too.
4 Practise saying the sentences in Exercise 2 with
the contracted forms.
Unit 8 In to n a tio n in indirect
questions
Listen and repeat.
S 4
1 Could you tell me your views on that, please?
S 4
2 Сап I ask you what the time is, please?
© Ш Ш Listen and mark the rising (/*) and
falling ( 4 ) intonation on the stressed words.
1 Could you tell me about your family, please?
2 Can you tell me how old you are, please?
3 Could I ask if you drive a car, please?
4 Can I ask you to repeat that, please?
5 Do you know where the toilets are, please?

3 ©
Ш ЗListen, check and repeat.
З

4 Practise saying the questions in Exercise 2 with

the correct intonation.

Say it right! 97
 Grammar reference
Starter U nit
Past simple vs. past continuous
• We use the past simple to talk about completed
events and actions in the past.
Daniel visited Ita ly two ye a rs ago.
• We use the past continuous to talk about actions in
progress at a certain time in the past.
A t eight o ’clock, I was waiting for the train.
• We also use the past continuous with when and while
to describe the situation when something happened.
When we arrived, Granddad was sleeping on the
sofa.
While we were getting ready to go out, it s ta rte d
raining.
Present perfect and past simple
• We use the past simple to talk about actions and
experiences that happened in a time period that has
finished.
In 2 0 0 9 , my little s is t e r was born.
• We use the present perfect to talk about experiences
and facts in the past that happened in a time period
that isn't finished.
S h e ’s bought a lot o f new clothes th is year.
• We also use the present perfect when the exact time
of a past action is not mentioned or important.
You’ve left the light on in your room.
Present perfect with still, yet, already and
just
We use still with negative verbs to express that
something we expected has not happened, but
imagine it will happen in the future. We put still
directly after the subject.
David s till hasn’t te xte d me about th is weekend.
• We use yet with negative verbs to emphasise that
something we expected has not happened. We put
yet after the complete verb phrase.
Lauren hasn’t asked her parents about the
p a rty ye t.
• We also use yet in questions to ask about things we
don't think have happened.
Have you bought tick e ts for the football match y e t?
• We use already to explain that something happened
before we expected or to emphasise it has happened.
We usually put already between have/has and the past
participle.
Hurry up! Ja m es and Lily have aiready arrived.
• We use just with the present perfect to talk about very
recent events and actions. We put just between have/
has and the past participle.
I’veju s t heard th a t you won the race. Well done!
98 Grammar reference
Word order in questions
• We form most questions with (question word) +
auxiliary verb + subject + main verb phrase.
How long do they spend online every day?
Are you going to the concert with friends
tomorrow?
• When we form questions with be in the present and
past simple, we use (question word) + be + subject.
Where were you yesterd a y?
A re you worried about something?
Subject/object questions
• We don't use an auxiliary verb when the question
word is the subject.
Who gave you th a t pen? ( ‘Karl gave me it.’)
What makes you happy? ('Spending tim e with my
friends makes me happy. )
• We use an auxiliary verb when the question word is
not the subject.
What did you do a t the weekend? ( ‘We went
shopping and fo ra pizza.)
Who do you want to win the football m atch? (7 want
Liverpool to win.)
Present perfect with ever, never, for and
since
• We often use ever in present perfect questions when
the exact time isn't important. We put ever directly
after the subject.
Has she ever helped you with your homework?
• We often use never to say 'not at any time'. We put
never between have/has and the past participle.
He’s never been to New York.
• We use for and since with the present perfect to
say how long something has been true. We use for
with periods of time, and since with a reference to a
specific time.
S h e ’s lived here for seven years.
He’s worked here since 2 0 0 7 .
Present perfect questions
• To for in questions in the present perfect, we use
(question word) + have/has + subject + past participle.
Has John asked you about borrowing your sleeping
bag?
Why have you brought sandwiches?
Have they arrived y e t?
Have you ever been to Australia ?
How long has she lived in Brazil?
Grammar reference
U nit 1 Past perfect
used to and would l/You/He/She/lt/We/You/They had
expected it.
I/You/He/She/It/We/You/They hadn't
l/You/He/She/lt/We/You/ used to
wear jeans, Had l/you/he/she/it/we/you/they expected it?
They would
Yes, l/you/he/she/it/we/you/they had.
l/You/He/She/lt/We/You/ didn't use to
wear jeans. No, l/you/he/she/it/we/you/they hadn't.
They wouldn’t
l/you/he/she/it/we/ • We form the past perfect with had + past participle.
Did use to wear jeans? Id seen the film before, so I was bored.
you/they
Yes, l/you/he/she/i t/we/you/th ey • We use the past perfect when we are talking about
did.
the past, but want to go back to an earlier time.
No, l/you/he/she/it/we/you/t hey didn't.
Jack didn’t want to come with us because he’d been
used to emphasises that past habits and states are there last year.
now finished. • We do not use the past perfect simply because
They used to go swimming on Tuesdays. something happened a long time ago. We use it with
We use would to describe past habits, but not states. other past tenses to make the order things happened
When I was a baby, my parents would take me fora clear.
walk every afternoon. Ashley didn’t get the email because I had typed
Ash_55, not Ash-55.
We do not use useid to or would to talk about things • We put question words at the beginning of the
that only happened once, or to say how many times question.
something happened. How far had you walked before you realised you were
Last year, I went to France. lost?
France.
Yesterday, I called him three times. - 3 Complete the sentences with the past perfect
form of the verbs in the box.
We put question words at the beginning of the
question. go not-tetl notw in not meet
What games would you play when you were younger? miss not remember

1 didn't know. You hadn’t told me.

Write sentences about Chloe's grandmother
using u se d to and d id n 't use to.
Chloe's grandmother was a punk, but her life is
different now. In the 1970s, she ...
wore-t-fght trousers, had pink hair,
shocked people, broke the rules.
Now, she..
likes gardening,
bakes cakes. follows the rules.
She used to wear tight trousers.
She didn’t use to wear long dresses.
Rewrite the sentences in Exercise 1 with
w o u ld . If w o u ld is not possible, write X.
She would wear tight trousers.
2 My aunt wasn't at home. Sh e .... out.
3 He didn't have a present for me. H e .... my
birthday.
4 I met Ann for the first time last week. I .... her
before.
5 It was the first game we won. W e .... a game
before.
6 Judit arrived late. S h e .... the 7 o'clock train.
Write past perfect questions with the prompts.
Answer them using the information in
brackets.
1 he/receive/your email? (X)
Had he receivedyour email? No, he hadn’t.
you / save / some money? (/)
she / bring / her skateboard? (X)
Where / had / they / be? (shopping)
you / hear / of that book? (X)
What / had / the dog / eat? (my shoes!)

Grammar reference 99
 Grammar reference
Unit 2 2 Complete the sentences with the present
perfect simple form of the verbs in brackets.
Reflexive pronouns and each other
1 You've forgotten (forget) your password twice this

ИЕШ В м||мрммй|мця!ир|нн| week.

2 Julio.... (be) late for school a few times recently.
I me myself
3 W e .... (study) any algebra this year.
you you yourself/yourselves
4 How many of the biscuits.... (you/have)?
he him himself
5 Sorry, I .... (see) her today.
she her herself 6 W e .... (watch) the first and second series, but not
it it itself the new one yet.
we us ourselves
they them themselves Present perfect continuous
• We use reflexive pronouns when the subject and the l/We/YouThey have been having lessons
object of a verb are the same.
He/She/It has for two years.
I sing to myself when I’m alone, I&ingtomewhen I’m
alone. l/We/YouThey haven’t been having lessons
• Some of the most common verbs we use with He/She/It hasn't for two years.
reflexive pronouns are enjoy, hurt, teach and Have l/we/you/they
introduce. been having lessons?
Has he/she/it
They didn’t really enjoy themselves at the concert.
• When we use some verbs with reflexive pronouns, Yes, l/we/you/
have. Yes, he/she/it has.
they
they have a different meaning.
Help yourself to sandwiches! (Take what you want or No, l/we/you/
Ш thpv haven't. No, he/she/it hasn't.
need.)
He found himself in a difficult situation. (He didn’t • We use the present perfect continuous to talk about
intend to be in a difficult situation, but he was.) a series of actions that started in the past, is still in
• We use each other when each of the two (or more) progress and we expect to continue.
subjects do the verb to the other subject(s). Daniel and Jake have been emailing me about it.
Jose and Rosa sent each other Valentine’s cards. • We often use the present perfect continuous to say
(Jose sent Rosa a Valentine’s card, and Rosa sent how long we have been doing something.
Jose a Valentines card.) i’ve been going to piano lessons for nine years.
• We don't use continuous tenses like the present
Complete the sentences with reflexive perfect continuous with state verbs.
pronouns or each other. Emily’s liked him since she met him. Emily ’s been
1 Thank you. I really enjoyed m yself yesterday. Irking himsince she m et hint
2 They em ail.... every day. • We put question words at the beginning of the
3 Our cat hurt.... when it jumped off the roof. question.
4 Emily and Ryan said goodbye to ....
Where have you been downloading the music from?
5 She introduced...., and asked me for my name,
3 Write present perfect continuous questions
fi Sometimes you talk t o ...., but don't realise.
and answers with the prompts.
Present perfect simple 1 How long/you / be / sing in the choir?
I / sing in the choir / couple of months.
• We can use the present perfect simple to say how many
times we've done something or how much we have How long have you been singing in the choir?
completed of something before, and including, now. I’ve been singing in the choir fora couple of
You’ve looked at thosejeans twice. Why don’t you months.
buy them? 2 Where / you / go / for French lessons?
Ashley’s read all the books in the series. I / go / a language school near the library.
• We often use time expressions such as since, recently, 3 you / watch / his video blogs?
this week/month, in the last year and today as these Yes / 1/ watch / them / since the beginning.
include past and present time. 4 Who / teach / her?
I haven’t watched TV much recently.
A family friend / teach / her.
• We often use the present perfect simple to say how
5 How long / they / see / each other?
many times we have done something.
I’ve been to New York three times. They / see / each other / about two months.

100 Grammar reference

Grammar reference
U nit 3 • We use may (not) or might (not) to show that we
feel less sure, but think a future action or event is
be going to and present tenses for the future probable.
I might not go to university, so I may get ajob with
i m my dad.
He/She/It 's • We use the infinitive without to with will and may/
We/You©hey 're might.
help him. He might come. He might to-come.
I 'm not
He/She/It isn’t going to
Match the sentences.
We/You©hey aren't
1 I'm sure your parents с
Am I
2 I feel really ill after that burger.
Is he/she/it help him?
3 They might need some volunteers at the Christmas
Are we/you/they market.
4 It's only my opinion, but
• We use be going to to talk about future actions we
intend to do. 5 We may go to visit my uncle this weekend.
I’m not going to go out this weekend. 6 The doctor said that the problem
• We use the present continuous to talk about future a I can ask my dad. He knows the organiser,
arrangements when they have a fixed date. b My mum was talking about it last night,
My cousin and his girlfriend are getting married in с will understand it was an accident,
July.
d is going to get worse before it gets better,
• We use the present simple to talk about scheduled
future events including timetables and calendars. e Quick! I'm going to be sick,
The train leaves at 7 o’clock on Saturday. Don’t be f I think it'll be great fun.
late!
Future continuous
Choose the correct options to complete the
conversation. I/You/He/She/It/
will be celebrating,
We/You©hey
Kayla: It's your birthday next week. | I/You/He/She/It/
won't be celebrating.
1<&re you doing)/ Do you do anything T; We/You/They
special? Will l/you/he/she/it/we/you/they be celebrating?
James: Yes, a few of us 2go / are going tc the Yes, l/you/he/she/it/we/you/they will.
cinema.
No, l/you/he/she/it/we/you/they won't.
Kayla: What 3you are going / are you going
to see? • We use the future continuous to talk about actions we
James: Probably A Good Day - it 4's starting / believe will be in progress at a future time.
starts at 9 o'clock, but we 5're meeting / In five years, I’ll be living in London and working as an
meet at 7.30. We still haven't decided engineer.
what 6we're going to / are we going to By 2 02 5, everyone will be wearing smart watches.
do until the film starts. Would you like to We put question words at the beginning of the
come with us? question.
What will you be doing in ten years ’ time?
When will computers be cooking dinner for us?
Predictions with be going to, will and may/
might Complete the predictions with the future
• We make predictions with be going to when we feel continuous form of the verbs in brackets.
we have evidence for our prediction. 1 We jjbe using (use) digital money on our
I saw the weather forecast this morning. It ’s going smartphones, not real money.
to rain this weekend. 2 W e .... (not use) passwords to go on websites.
• We make predictions with will/won't when we feel 3 C ars.... (drive) themselves automatically.
sure about a future action or event. We often use
4 Nobody.... (eat) fast food.
will/won't with expressions like I think, I'm sure and
5 People.... (not watch) reality TV shows.
I expect.
I don’t think I’ll win, but I expect I’ll finish in the 6 .... (we/upload) information directly from our brains
top ten. to computers?

Grammar reference 101

 Grammar reference
U nit 4 Second conditional with could and might
First conditional with if, when and unless
- '/Ь&ю&ШеШ&вШйы
|ниирвнвивцнвв& , (if + past simple) (would/might/could +
infinitive)
(if + present simple) (will/won't/may/might +
I would/might/could ask
infinitive) If I knew him,
him.
If you make lunch, I'll cook dinner.
I wouldn't /might not/
If you don't make lunch, I won't cook dinner. If I didn't know him,
couldn't ask him.

(will/won't/may/might + (if + present simple) (would/might/could +

infinitive)
I'll cook dinner if you make lunch,
I won't cook dinner if you don't make lunch.
We use the first conditional to talk about possible
situations in the present or future and say what we
think the consequences will be.
We use if + present simple (affirmative or negative) to
describe the possible action or event.
If I eat cheese, I won’t be able to sleep.
When we are certain the future event will happen,
we use when, not if.
When we g et home, I’ll look for information on the
website.
We can use unless to say except if. We usually use a
positive verb after unless.
If Dad isn ’t busy a t work, he'll be home at 6 .3 0 .
Unless Dad is busy a t work, he’ll be home a t 6 .3 0 .
We use will (not) when we are sure of the
consequence.
You’ll learn lo ts o f good English expressions if you
watch films and TV series.
We use may/might (not) to show we are less sure
about the consequence.
If we go out for dinner, I may have stea k or I might
have fish. I don’t know!
When we use if, when or unless to start the sentence,
we use a comma between the two parts.
When I finish my homework, I ’ll help Olivia with hers.
Complete the sentences with the correct form
of the verbs in brackets.
1 I might cook pasta tonight if you .want (want).
2 He's not sure, but h e .... (ask) Hannah if she wants
to go.
3 I won't enter the competition unless you ....
(promise) to help me.
4 When I go on the website, I .... (check) the time of
the concert.
5 Unless we start work now, w e .... (not finish)
before 6 o'clock.
(if + past simple)
infinitive)
I would/might/could ask him if I knew him.
I wouldn't / might not /
if I didn't know him.
couldn't ask him
• We use the second conditional to talk about imaginary
situations and the possible consequences.
• We use if + past simple (affirmative or negative) to
describe the imaginary situation.
I wouldn’t say no if you wanted to borrow my blue
shoes.
• We can use was or were in the if part of the sentence
with I, he/she and it.
If it wasn’t/weren’t so spicy, I’d be able to finish it.
• We can use unless to say except if. We usually use a
positive verb after unless.
I wouldn’t eatjellyfish unless you tried it first.
• We use would (not) when we are sure of the
imaginary consequence.
Michael would get better grades if he didn’t spend
all his time playing computer games.
We use might (not) to show we are less sure about the
imaginary consequence.
If I had more free time, I might take up the guitar.
• We use could (not) to express a possible imaginary
consequence.
If it was Saturday, we could go out for pizza.
• We can form questions about the imaginary results of
imaginary situations with if + past simple, (question
word) + would/could (not) + subject + infinitive.
We don't usually form questions with might.
If I broke your mobile, wouldyou be angry with me?
How long would they need to get here if we called
them now?
Correct the error in each sentence.
1 If we wouldn't go to the party, Laura would be
disappointed, didn't
2 If she asked me to be a volunteer, I might to say yes.
3 He'll make a fortune if he started selling his
paintings.
4 If you cook steak, I wouldn't eat it.
5 Could you walk to school if you would move house?

102 Grammar reference

Grammar reference
U nit 5
The passive: present simple, past simple
and will
• We use the passive when we don't know or are not
interested in who does an action.
• To form the passive, we use the appropriate form of
be + past participle.
Millions o f emails are se n t everyday.
(present simple - ат/is/are)
Ethan wasn’t invited to the party.
(pa st simple - was/were)
The fridge will be repaired tomorrow.
(will + be)
• We use the present simple passive to talk about facts
in the present.
In the USA, 2 .5 million p la stic bottles are thrown
away every hour.
• We use the past simple passive to talk about facts in
the past.
L a s t year, all the lights a t school were fitted with
more efficient LED light bulbs.
• We use will with the passive to talk about future facts
and actions we believe will happen in the future.
Exam re su lts will be emailed to stu d e n ts next week.
• We use by with the passive to show who was
responsible for an action.
The book was written by an expert in recycling.
• To form questions, we use the appropriate form of be +
past participle. We put Wh- question words before be.
Was the light bulb really invented by Edison?
Where is the m ost coffee drunk in the world?
• To form short answers to Yes/No passive questions,
we use the appropriate form of be:
Is much e le ctricity saved with these light bulbs?
Yes, it is. /No, it isn ’t.
Was it invented by a famous s c ie n tist?
Yes, it was./No, it wasn’t.
• To form short answers to Yes/No future passive
questions, we use will/won't
Will the bottle to ps be recycled?
Yes, they will. /No, they won’t.
Complete the text. Use the present simple
or past simple passive form of the verbs in
brackets.
The first crisps \ were created (create) in 1853 by a
restaurant chef in New York state. However, crisps 2 ...
(not sold) in bags for over 50 years, until the crisp bag
3 ... (develop) by businesswoman Laura Scudder.
Flavoured crisps4 ... (not invented) until the 1950s.
While a plain crisp contains only potatoes, oil and salt,
a flavoured crisp 5 ... (make) with over 30 ingredients!
In the UK, six billion bags of crisps6 ... (eat) each year.
In the USA, crisps 7.... (not call) crisps, in fact, but
'potato chips' are also very popular there. 680 million
kilograms8 ... (enjoy) each year around the world!
Complete the future predictions with the
passive. Use the verbs in the box and will (not).
do elect not wear build not fly
1 In2 01 7,allfarm w o rk. will be done by robots.
2 In 2019, glasses.... because people will have high
resolution bionic eyes.
3 In 2020, the first 10km high skyscraper.....
4 In 2025, aeroplanes.... by pilots, computers will fly
them.
5 In 2030, the first world government.....
Relative pronouns and clauses
• We use relative clauses to make clear the person,
place or thing we are talking about.
My aunt has a friend that makes lovely candles.
• We use relative pronouns at the beginning of relative
clauses. We do not repeat the subject pronoun.
We know a lot of people who live in the village.
Weknowa io t of people who they live in the village:
• We use who or that to talk about people.
The man who/that lives next door to us spends
every day in the garden.
• We use where to talk about places.
That’s the office where my mum works.
• We use which or that to talk about things.
I really don’t like films which/that have sad endings.
• We use whose to talk about possessions.
Do you remember the name of the guy whose phone
charger I borrowed last week?
3 Complete the sentences with relative
pronouns.
1 That's the g u y . who works in the cafe in
King Street.
2 I know a girl.... dad sells old books.
3 She wants something .... she can use to keep her
photos in.
4 William really liked the present.... we gave him.
5 They went to the park.... the tennis courts are.
6 The man and woman .... are eating ice creams
know my parents.
Correct the error in each sentence.
1 This is the place which I bought my blue shirt.
where
2 The woman whose wearing a blue top is my aunt.
3 I first saw it on a blog what I follow.
4 The invention that it changed the world was
the wheel.
5 I called the brother of the guy who mobile I found.
6 One thing which she told me it was very interesting.
Grammar reference 103
 Grammar reference
U n it6 3 Complete the sentences with the verbs in the
box in the -ing form after the preposition.
-ing forms
• For most -ing forms, we simply add -ing to the see remember sell go buy
infinitive.
finish - finishing tr y - trying 1 I thought we'd agreed on .Piping to the concert.
consider - considering 2 Your grandma is really looking forward t o .... you
• We need to make spelling changes to some verbs. at Christmas.
live - living write - writing 3 Conner's really bad a t .... to set the alarm clock.
lie - lying die - dying 4 My brother spends a lot of money on .... vinyl
chat - chatting plan - planning records.
• We use the -ing form as a noun, and to make noun 5 Juan was talking about.... his guitar last week.
phrases.
Swimming is great exercise. Infinitives
My favourite hobby is dancing.
• We usually use the infinitive with to after adjectives.
Being the o ldest child can be difficult sometimes.
You were lucky to get tick e ts for the match.
She thinks having a school prom is a terrible idea.
I’m very pleased to meet you!
• We use the -ing form after certain verbs and certain
• We use the infinitive with to after certain verbs.
expressions.
Kaitlyn offered to lend me her camera.
Sh e suggested buying the phone with the 1 3
We’ve decided to watch a film th is evening.
megapixel camera.
• Some common verbs which need an infinitive with
I don’t mind helping you p u t up the decorations.
to include agree, ask, choose, decide, expect, hope,
• Some common verbs and expressions which need
learn, offer, promise, seem, teach, wait, want and
an -ing form include be good/bad at, can't stand,
would like.
celebrate, don't mind, enjoy, hate, imagine, like, love,
• Some verbs usually need an object before the infinitive
miss, practise, recommend and suggest
with to.
• Some verbs can have an object before the -ing form.
My dad taught me to ride a bike.
We m iss you telling us jo k e s in class.
I didn’t invite Nathan to come with us.
They don’t like him singing in the shower.
• Some verbs can have an object before the infinitive
• We also use the -ing form after prepositions.
with to.
My d a d s not very good a t cooking, but he trie s very
They asked us to turn the music down.
hard.
S h e ’d like everyone to get here for 3 o'clock.
Sh e spends a lot o f money on going to concerts.
Complete the sentences with the infinitive
Complete the sentences with the -ing form
form of the verbs in brackets.
of the verbs in the box.
1 It's great .to.see (see) you again.
shop worry be see wait 2 I was really surprised .... (win) first prize!
3 We're sorry.... (hear) you're not feeling well.
1 Pein g the youngest child is great.
4 I'll be ready.... (go) out in 10 minutes.
2 .... isn't much fun when you don't have any
5 It's going to be difficult.... (finish) the project this
money.
weekend.
3 .... my sister win the race was amazing.
4 It's difficult sometimes, b ut.... doesn't help.
5 Complete the sentences with the infinitive
5 .... to get the results is terrible. form of the verbs in the box.
2 Complete the sentences with the -ing form of study go make spend get
the verbs in brackets.
1 My parents have promised .to p e t me a new
1 When I was younger, I loved riding (r de) my bike.
laptop for my birthday.
2 My dad suggested .... (get) the train, not the bus.
2 She's been learning .... jewellery.
3 I can imagine our band .... (play) in a stadium
3 My brother's chosen .... to university in Rome.
one day.
4 I'm planning .... a year travelling the world when
4 Our teacher recommended.... (watch) the film
I leave school.
after we finished the book.
5 We agreed .... together, so when are you free?
5 She can't stand ....(dress up).

104 Grammar reference

Grammar reference
U nit 7
Third conditional
(if + past perfect) (would have + past
participle)
If I had seen your email, I would have called you.
If I hadn't seen your email, I wouldn't have called you.
(would have + past (if + past perfect)
participle)
I would have called you if I had seen your email.
% I wouldn't have called you if I hadn't seen your email.
• We use the third conditional to talk about imaginary
situations in the past and the imaginary past
consequences.
• We use if+ past perfect (affirmative or negative) to
describe the imaginary past situation.
The story would have been better if the hero hadn’t
guessed that Martha was a witch.
• We use would (not) + have + past participle when we
are sure of the imaginary past consequence.
We would have seen my brother’s new car if he’d been
at home.
• We often use the third conditional to talk about things
we regret doing.
If I hadn’t posted the photo on Facebook, my
parents wouldn’t have found out.
• We can form questions about the imaginary past
results of imaginary past situations with if + past
perfect, (question word) + would (not) + subject +
have + past participle.
If you’d known the battery was so bad, wouldyou
have bought the same mobile?
What wouldyou have done differently if you’d
been there?
1 Complete each sentence with the correct form
of a pair of verbs from the box.
not be + take not go + not recommend
miss + not check forget + call
catch + not arrive have + study
1 If h e .hadn’t forgotten his phone,
he d have called .
2 Lucas ....cold if he.... a coat with him.
3 They .... the concert if A b b y.... the time online
4 If I... . the bus at 12 o'clock, I .... late.
5 Sh e .. ..to see the film if I .... it.
6 If I... . more time, I .... more.
must have, can't have, might! mayI could
have
• We often use must have, can't have, might/may/could
have + past participle to explain why something has
happened, or suggest what we think has happened.
My parents can’t have forgotten my birthday, so
they m ust have planned a surprise.
He may have asked Angelo, or he might have asked
Paulo. He can’t remember!
• We use must have when we feel our explanation is
certainly correct.
She isn ’t answering my te xts. Sh e m ust have gone
to bed.
• We use can't have to reject explanations for what has
happened.
Sh e can’t have told him. Sh e doesn’t know.
• We use might/may/could have when we feel our
explanation is possibly correct.
/ might have left it on the bus. I don’t remember
putting it back in my bag.
They may have gone to the pool, i t ’s very hot today.
5en could have decided not to come. Or perhaps his
train is late.
• We can also use could have to suggest possible
explanations for why something has happened
You could have downloaded a file with a virus, so we’ll
check th a t first.
• We form Yes/No questions with could + subject +
have + past participle.
Could aliens have visited our planet without us
knowing?
• We form Wh- questions with question word +
must/can't/might/may/could + have + past participle.
Why might she have kidnapped him ?I thought it was
Tyrion! l e t ’s watch another episode!
Where could Mum have hidden my trainers?
2 Choose the correct options.
1 She may have /(can't havg)gone out. I can hear
music playing in her room.
2 Sorry, I m ight have / must have left my phone on
silent by mistake. I'll change it now.
3 They can't have / must have seen Tom. He's on
holiday in Cyprus this week.
4 He can't have / m ight have decided to stay at
home. Ian said he wasn't feeling well.
5 I must have / may have found all the information
we need, but you need to check to be sure.
3 Write sentences with the prompts.
1 Erin / m ust/get lost
Erin m ust have got lost.
2 I / could / leave them at home
3 She/can't/hear
4 They / may / go home
5 Som eone/m ight/lose it
Grammar reference 105
 Grammar reference
U n ite • When we report questions with a question word, we
don't add an auxiliary verb and the word order is the
Reported statements same as in affirmative sentences.
• When we report somebody's words, we often have to He asked me what I’d done at the weekend. He asked
change the verb forms. me what had I done at the weekend.
• When we report Yes/No questions, we use if.
‘Didyou tell the truth?’
Present simple Past simple They asked him if he’d told the truth.
'I want a new bike.' She said (that) she wanted a • We don't use a question mark in reported questions.
new bike. ‘Where did you go after school?’
Present perfect Past perfect My parents asked me where I’d been after school.
'They've never told He said (that) they had never
anyone.' told anyone. Rewrite the questions as reported questions.
Past simple Past perfect 1 'Do you know anybody at this party?' They
'They spent the night You told me (that) they had asked me if I knew anybody at the party .
in a police cell.' spent the night in a police cell. 2 'How long will you be in Italy for Simon?' S h e .....
will would 3 'Joe, how much money did they steal?' H e ....
'They'll give us a book You told us (that) they would 4 'Can you tell me your password?' Dad .....
to read.' give us a book to read. 5 'What do you want for your birthday?' They.....
can could
'I can help him.' She said (that) she could help indirect questions
him.
• We often have to change other words too, such as
pronouns and time references.
Til show you the false passports tomorrow. Can/Could you tell me
He said he 'd show me the false passports the next Where is the where the bank is?
Can/Could I ask you
day. bank?
I was wondering where the bank is.
You didn't see me last weekend.
She told us that we hadn't seen her the weekend
before.
• We don't need to change the verb forms if the Can/Could you tell
you know this
situation is still true at the time of reporting, or is Do you know me if man?
imaginary. this man? Can/Could I ask you if
‘My name is Sophia.' I was wondering if you know this man.
She said that her name is Sophia.
‘If I committed a crime, I wouldn't talk about it • Indirect questions feel softer and more polite than
online.’ direct questions. In the first part of indirect questions,
He said that if he committed a crime, he wouldn’t we use fixed phrases such as Can/Could you tell
talk about it online. me ... ?, Do you k n o w ... ? and I was wondering .. ..
• When we form indirect questions with a question
1 Rewrite the reported statements as direct word, we don't add an auxiliary verb and the word
speech. order is the same as in affirmative sentences.
I was wondering where the kidnappers hid. Twas
1 He told us that he was very sorry. 'I am.very so rry .' wondering where did-t hebidnappers hide:
2 The police said they'd caught the criminals. • To form indirect Yes/No questions, we use if.
'W e .....' Can I ask you if you think she was brave?
3 Evan and Abby told me they could help me look
after my cousin. 'W e.....' Correct the error in each sentence.
4 I said that I would call him after 5 o'clock. ' I .....' 1 I was wondering ele you have this shirt in
5 We told her that he loved listening to music. a medium, if
'H e .....' 2 Can you tell us where is the market?
3 Excuse me, do you know what time it starts
Reported questions the film?
• When we report questions, we usually make the 4 I was wondering that you could help me.
same changes to the verb forms, pronouns and time 5 Can I ask you how long did you wait there?
references as when we report statements.

106 Grammar reference

( ^ ) Jog your m emory!
1 Cover the words. How many
words under each heading can you
remember?
Clothes
Adjectives and dependent prepositions

C lo t h e s (page 9) Adjectives and dependent

prepositions (page12)
a baggy jumper a leather jacket
a cool T-shirt a silk scarf afraid of happy with
a denim skirt a stripy shirt disappointed by interested in
a fitted coat flat shoes excited about keen on
a flowery dress tight jeans fascinated by proud of

1 Look at the words in the box. Look at the
questions and write sentences.
1 What clothes do you like wearing?
2 What are your favourite items of clothing?
3 What sorts of clothes don't you like wearing?
2 Compare your sentences with a partner.
1 Look at the words in the box. Write true and
false sentences for you using the adjectives
and prepositions.
I’m fascinated by time travel.
2 Work with a partner. Say your sentences and
guess which are true and which are false.

Explore compound nouns (page 15)

guitar style band corners

motor taxi box fare
street telephone changes industry

1 Look at the words in the boxes. Match them to make compound nouns.

2 How many other compound nouns can you remember with the words in
the first box? Look back at page 15 and check your answers.

3 Use a dictionary to find other compound nouns with the words in the
first box.

telephone hook (n)

3 big book with a list
o f telephone numbers
' f o r ..

Study tip
Use a dictionary to expand your vocabulary and check your spelling.
J
Vocabulary Bank 107
 Jog your m em ory!
1 Cover the words. How many words under
each heading can you remember?
Personal qualities
Phrasal verbs (learning and socialising)

Personal qualities (Pagei9) Phrasal verbs (learning and

socialising) (page 22)
determined passionate about
easy-going shy bring give set
hard-working sociable count look sign
impatient strict get pass
motivated talented

on on with together up up to
1 Look at the words in the box. Write sentences
about your friends and family.
My s is te r is a very determined person but she can 1 Turn to page 22. Look at the phrasal verbs for
be very impatient too. one minute.

2 Work with a partner. Talk about people you 2 Can you remember them all? Match the words
know. in the boxes to make phrasal verbs.

& Explore w ord building (Page20)

challenge challenging 2 Look at the words below. Use a dictionary to
determination determined find the noun or adjective form for each word.
flexibility flexible 1 respect (n) 2 trust (n) 3 difficult (adj)
happiness happy
passion passionate 3 Write sentences that are true for you using
success successful nouns and adjectives from Exercise 1.
My M aths homework is usually very challenging.

1 Look at the words in the box. Which column is

nouns and which column is adjectives? Check
the meaning of any words you can't remember
in a dictionary. tru st (n)
We were wrong to trust.
* ................................................. —.......... — - him. \
.

© Study tip
Use a dictionary to check the different forms a word has. It will help you to use
them correctly.

108 Vocabulary Bank

Training and qualifications (page31) Achievements (Page34)
application form become a business
career path break a fortune
entrance exam / fees develop a millionaire
part-time course do a project
training course make awards
university course / degree / exam / fees start records
work experience support the community
win voluntary work
1 Look at the words in the box. Choose a word.
Don't tell your partner. Describe the word. 1 Look at the words in the boxes. Match them to
Can your partner guess what it is? make collocations.
You need to complete one of these to pet ajob.
2 Look back at page 34 and check your answers.

Explore expressions w ith take (page 32)

take advice take time 2 Look at the words below. Choose the correct
take exams take up word to make three more expressions with
take place take.

pleasure in to seriously
1 Look at the words in the box. Write an
example sentence for three of the expressions. 1 I take my homework very.... - 1spend two hours
You should take your time when you do your each night doing it.
homework or you’ll make a mistake. 2 I don't like James - 1think he takes.... hurting
people.
3 Alice has taken.... high school really well - she
absolutely loves it.

take something
seriously.
Папу takes hisjob verу
•seri■iously. ■s

Study tip
Use your dictionary to find examples of other common collocations and expressions.
v.

Vocabulary Bank 109

 Jog your memory!
1 Cover the words. How many words under
each heading can you remember?
Cooking verbs
Adjectives describing food

Cooking verbs (Page4D Adjectives describing food (page44)

bake mix bread garlic bitter salty
boil roast butter onion bland savoury
chop slice cake pasta crunchy slimy
fry spread cheese sauce delicious spicy
grate chicken steak disgusting sweet
grill eggs tomatoes
1 Look at the words in the box. Write sentences
1 Look at the words in the boxes. Write that are true for you using the words.
sentences about food you like or don't like to I love sp icy Indian food - i t ’s delicious.
eat and cook using words from each box.
My mum bakes wonderful cakes - 1love them! 2 Turn to page 44 and check that the meaning of
I don’t like chopping onions - they make me cryI your sentences is correct.

2 Compare your list with your partner. 3 Compare your sentences with a partner.
Talk about your favourite food.

Explore prepositional phrases (p age 47)

different ways the go the streets surrounded

1 Look at the words in the box. Write the words in the correct column.

2 Add these words to the correct column.

10 minutes danger fire New Zealand walk

5 o'clock depends influenced the menu your country

3 Look at the text on page 47. How many of the prepositional phrases can
you find there? Check the others in a dictionary.
time

О Study tip
Write prepositional phrases in your notebook with the preposition in a different colour. It
will help you to remember them.

110 Vocabulary Bank

 Vocabulary Bank ]

Jog your m em ory!

1 Cover the words. How many words under
each heading can you remember?
Everyday objects
Modifiers

Everyday objects (page 53) Modifiers (page 56)

c an d le m atch es a b it m uch to o rid ic u l o u s ly

charger plu g ex trem ely q u ite to tally
fan r e m o te co n tro l kin d o f re a lly
h e a te r sw itch
light b u lb ta p
b e tte r safe
expensive / c h e a p stylish
1 Look at the words in the box. Which objects ... h o t / c o ld unusual
• need electricity? kind / u n k in d w rong
• need batteries?
• give light? 1 Look at the words in the boxes. Write
• do you have in your house? sentences about you. Use a modifier and an
• do you use every day? adjective in each sentence.
I t ’s always ridiculously hot in our classroom.

2 Work with a partner. Do you agree or disagree?

I don’t agree. I think i t ’s quite cold in our classroom
in the winter.

Explore com m unication phrases and phrasal verbs (page 59)

c atc h u p Look at the text on page 59. Can you find the
chat em ailin g verb that completes both collocations below?
k e e p in t o u c h m a k i n g a S k y p e '" v i d e o call ....the family together
lo s e t o u c h te x tin g .... an eye on someone
tra c k d o w n T w e e tin g w ith T w itter
Use a dictionary to check the meanings of
these phrasal verbs with keep.
1 Look at the words in the boxes. Write keep up with keep in with
sentences about how you communicate with
your friends and family.
I keep in touch with my grandparents by texting them.

Whenlmadenew
friends, I lost touch
Wlth my friends from
•Primary school.

Study tip
Write sentences that relate to your own life to help you remember words and phrases.

Vocabulary Bank 111

 Jog your m emory!
1 Cover the words. How many words under
each heading can you remember?
Celebrations
Descriptive adjectives

Celebrations (page 63) Descriptive adjectives (page 66)

dress up for the occasion atmospheric peaceful

give a present colourful scary
have a good time crowded stunning
hold a contest impressive traditional
make special food
play music
Look at the words in the box. Choose a word.
put up decorations
Don't tell your partner. Describe the word.
set off fireworks
Can your partner guess what it is?
This means old or can be used to talk about old
I Look at the words in the box. Work with custom s.
a partner and talk about the celebrations
below. Do you celebrate these events? Which
activities in the box do you usually do at each
celebration?

birthday New Year end-of-school party

Harvest festival

2 Can you add two other activities to the list?

Explore verbs and prepositions (page 64)

agree at
2 Look back at page 64 and check your answers.
arrive for
look forward to
3 Which verbs can be used with a different
prepare from preposition? Write example sentences.
recover on My dad works fo ra big company.
work with

1 Look at the words in the boxes. Match them

to make verb phrases.
I always work with m\
best friend when we
- nave to do a project.
% mum works fora
Study tip company...
Write sentences with the same verb and dfferent prepositions to help you remember the
different uses.

112 Vocabulary Bank

v J Jog your memory!
Cover the words. How many words under
each heading can you remember?
Story elements
Linking phrases

Story elements (page 75) Linking phrases (page 78)

action plot according to of course

hero setting as a result of rather than
main character(s) suspense in fact so that
mystery villain in order to then again

1 Look at the words in the box. Which words
describe ...
• people in a story?
• where the story takes place and what happens?
• the type of story it is?
2 Talk to your partner. Can you make a list of
famous heroes and villains from books or
films? Why were they so good or bad?
1 Look at the words in the box. Write sentences
about your list of heroes and villains using the
linking phrases.
Batman wore a black su it in order to disguise who
he was.
Darth Vader was in fa ct good when he was younger -
he wasn’t always a villain.
2 Work with a partner. Read your sentence
but don't say who the hero or villain is. Your
partner guesses the person.

Explore prepositions and adverbs o f m ovem ent (page 76)

Choose the correct prepositions and adverbs to

approach above
complete the story. Write the new prepositions
float around
and adverbs of movement in your notebook.
run back
off The woman ran 'out of / up the shop and 2along /
step
away the road, chasing the villain in the black mask.
turn through
She followed him 3back / over the railway bridge
turn towards
and then 4out of / across a deep river. As she chased
him 5across / up the hill, a police helicopter flew into
Turn to page 76. Look at the prepositions and sight. The masked villain ran 6away / over from the
adverbs of movement in the text for one minute. helicopter but straight 'along / back to the woman
who was waiting in the path. She was able to hold
Can you remember them all? Match the words him until the police arrived. What a hero!
in the boxes.

He walked out o f the

house.

o Study tip
Write simple sentences and draw diagrams in your notebook to help you remember
prepositions and adverbs of movement.

Vocabulary Bank 113

 ( ^ ) Jog your m emory!
1 Cover the words. How many words under
each heading can you remember?
Crimes
Reporting verbs

Crimes (page 85) Reporting verbs (page 88)

arson pickpocketing admit decide promise

illegal downloading robbery agree explain suggest
kidnapping shoplifting complain insist
mugging vandalism

1 Turn to page 88. Look at the definitions again.

Look at the words in the box. Choose a word.
Don't tell your partner. Describe the word. Can
your partner guess what it is?
This is when a person takes another person and
a sks for money to give them back.
2 Can you remember them all? Give examples
about you using the verbs.
I suggested th a t my friend and I did our homework
together tonight.
I promised that Id take my little s is te r to the cinema.

Explore verb expressions (page 91)

come into existence run out of

date back to see the point
go ahead take care

1 Look at the verb expressions in the box. Check the meaning of any
that you don't remember on page 91.

2 Write a sentence to show the meaning of each expression in your

notebook.

3 Work with a partner. Say your sentence but don't say the
compiJn
expression. Can you partner guess what it is?
- promise

Study tip existence

When you write new vocabulary in your notebook, always mark the stressed
syllables clearly.

114 Vocabulary Bank

 THE AVERAGE
Social Science The history o f jeans A M E R IC A N
ow ns SEVEN jeansPF
1 © Work with a partner. Look at the photo and the fact.
Answer the questions.
1 Why do you think jeans are so popular?
2 How many pairs of jeans do you own?
3 In your family, who wears jeans and who doesn't? When do
they wear them?

2 © Ж Ш З Read the study notes about jeans in
the 20th century. Which fact(s) do you find
most surprising?
Jean s were th e ideal
clothes -for low-paid cowboys
arid miners in th e American
West, where conditions were
h ard . Jean s were cheaper
a n d la s te d longer than other
trousers. This was Important
-for poor, hard-working men.
Hollywood films turned cowboys Into
heroes. Hollywood gave life In the
American W est a more attractive image.
M iddle-class Americans w anted to copy
what they saw In th e films.
Film I Г1 :
5ta rs such as
Marlon Brando an d Jam es
Dean wore je a n s on screen a n d
s e t th e fashion for teenagers.
Teenagers w anted to show they
were d iffe ren t from their parents Я Щ you think reflects the 20th century and use it
a n d they u sed je a n s to do th is . : _______ Jg f
Jean s turned into such a strong
symbol of rebellion th a t some schools, cinemas
& a n d restau ran ts banned them.
3 Read the text again and answer the questions.
1 Why were jeans the perfect clothes for difficult
working conditions?
2 How did Hollywood first help to make jeans
popular?
3 Why did teenagers copy the style of film stars?
4 What did hippies hope to achieve by
wearing jeans?
5 What happened to the price of jeans when
international transport became easier?
4 ©ЖШ Listen to a teacher and a group of
students. What factors influenced who wore
jeans?
5 ®1SS Work with a partner. Do you
remember what they said about each of the
following areas? Listen again and check your
answers.
• The economy * Class
• The film industry • The environment
• The roles of men and women
5
8 6 Work with a partner. Choose an item which
to help you talk about social changes. Use the
areas in Exercise 5 to help you.

Hippies wore je a n s to show they

were th e sam e a s th e working d o sses
an d also to break racial barriers. Hippies
w anted all people to be equal.

Better transport
routes between countries
Ц meant th a t jean s were \
KK m anufactured cheaply an d
prices fell. More people
could a ffo rd to buy them
a n d je a n s became an everyday item of
clothing all around th e world.
Technology The changing classroom
1 ^ Work with a partner. Make a list of all the
technology you use during a school day, from
when you wake up to when you go to bed.
2 © Ш Ш Read the information about flipped
classrooms. How many of the things on your
list from Exercise 1 are mentioned? Can you
add anything to your list?
3 ^ Read the information again and discuss
the questions with a partner.
1 Do you think you would learn more easily in a
flipped classroom?
2 Can you think of any disadvantages about learning
in a flipped classroom?
4 © Ж М 1 Listen to a student's presentation
about online learning videos. Why does she
use the videos?

5 © Ш Ш Listen again and complete the

fact file.
In flipped classrooms the students learn on their own at
home by watching videos online. These may be videos
made by the teacher or the teacher may recommend
videos which already exist online and are available
to anyone, such as those on online learning websites,
like the famous Khan Academy. Later, students do
their homework in the classroom, where other students
and the teacher can help with any problems. In class,
teachers are available to lead classroom debates or
explain anything the students did not understand.
Positive things teachers and students say about flipped
classrooms:
• Students study at their own speed.
• Teachers have more time to help students one-to
X one and give feedback.
• Teachers can use podcasts, chat rooms and apps
to make the online lessons more interesting.
• As many teenagers now have their own mobile
devices, students can watch the videos anywhere.
This has given teenagers the freedom to organise
their time in a new way.

6 Work with a partner. Describe your ideal

classroom. What kind of technology would you
use? When would you use it and what for?

Learn about a modern house of the future.

Cleopatra can do the work of several different
people. Which people?
W hat does Cleopatra tell the boy to do at
bedtime?
How much does Cleopatra cost?
t f iWJUH H M H I f l l f '

O iscovery
EDUCATION

2.4 The house of the future

Natural Science The Archim edes' Principle \
1 ^ Work with a partner. When you are swimming in a pool, do you feel
lighter, heavier or the same as when you are walking on the ground?
Can you explain why?

2 © M I S Read about Archimedes. What was he trying to find out?

Archimedes was a Greek mathematician

and inventor from the 3rdcentury BC. He lived in Syracuse and was
both friend and relative of King Hiero II, the ruler of Syracuse.

The king thought that his new crown was

not made out of solid gold. He thought it He realised that if he could
had probably been made out of silver then measure the amount of water the
covered in gold. The king asked Archimedes crown displaced, he'd be able to
to find out but told him he couldn't calculate its volume. He put the
damage the crown. crown in water. Then he put pure
gold of the same weight in water
and measured the amount of water
that was spilled by each object.

Archimedes knew that to see if the crown was

pure gold he could not just weigh the crown.
The crown and the pure gold displaced different amounts of
He had to know both the volume and the
water. Archimedes now knew the weight of both objects and
weight of the crown. A crown made of solid
the volume of both objects.
gold would have the same volume as pure
gold of the same weight. His problem was
how to calculate the volume of an irregularly
shaped object. Although the crown and the quantity of pure gold weighed
the same they did not have the same volume and therefore
could not be the same material.The king's crown was not
made of solid gold.
3 Read the article again. Are these sentences
true or false? Correct the false sentences. Archimedes was in fact investigating the density of the
1 The king was not sure exactly what his crown was material the crown was made of and comparing it to the
made out of. density of solid gold. Density is calculated by dividing the
2 Archimedes calculated the crown's volume by weight of an object by its volume.
measuring the amount of water it displaced.
3 The crown and the pure gold displaced equal
amounts of water.
4 The crown was made of pure gold.
5 Density is calculated by adding the object's weight
and volume. Learn about global warming.
How old is Eric Gustavsson?
W hat will be different about each box?
W hat does Eric think his experiment shows?
Work in pairs. What do you know about what
these scientists studied and their achievements?

Charles Darwin Marie Curie Galileo Galilei

Albert Einstein Isaac Newton
Technology Vertical fa rm in g 3 Complete the diagram of a vertical farm with
the words in bold from the text.
1 ^ Work with a partner. Look at the problems
connected with a growing global population
and discuss possible solutions.

more houses means fewer green spaces

more people need more food
a b ig g e r p o p u la tio n p ro d u c e s m o re p o llu tio n

2 © Ш 3 0 Read the information about vertical

farming. What is the main difference between
vertical farming and traditional farming?

VERTICAL FARMING

When it is d iffic u lt to find space to build more houses and

offices, we a u to m a tica lly build upwards; we build skyscrapers.
Now, some farm ers are fa rm in g upwards too.

What is vertical farming?

Vertical fa rm s save space by growing plants inside b u ild in gs on Listen to a radio interview with a
specially designed racks. Each rack can hold many plants and vertical farmer. His farm helps in two
th is increases the am ount of food produced. important ways - what are they?
The technology that makes it possible
Hydroponics is a system where special water is given to the Listen again and answer the
plants; w ater w hich contains everything the p la n t needs to grow. questions.
In tra d itio n a l fa rm in g , plants grow in the ground but in vertical
1 What would have happened to the factory if Dan
farm s plan ts grow in pots and are only fed w ith special water.
hadn't started his vertical farm?
Some farm ers have racks attached to elevators. Because the
2 What is important about where his factory is?
elevators are always moving, the plan ts are always m oving too.
In th is way the plan ts receive lots of sunlight and grow better.
3 Where does he sell his fruit and vegetables?

The benefits
Vertical fa rm in g works well because farm ers
have fu ll control of the growing conditions.
They control tem perature, food and water; 6 Work with a partner. Many people in the
so vertica l farm ers can grow crops all year world don't have enough food. Discuss with
long and alm ost anywhere in the world. a partner how vertical farming could help to
Furthermore, vegetables solve this problem.
grown in the city do not
have to be transported
as fa r to reach the shops.
This means the food is
delivered fresher and w ith
Learn about how we can eat healthily.
less transp ort, so there is
W hy do factories change food?
less pollution.
W hat should we check when we buy food?
W hat makes fruit tasty?
Technology Passive houses 3 Complete the diagram of a passive house with
the words in the box.
1 Work with a partner and answer the
questions. winter sun summer sun low roof
thick walls good quality windows
1 How do you keep your house warm in the winter?
2 Do you use air conditioning in the summer?
3 Is your house south or north facing? What a
difference does this make?

2 © 1 Е Ш Read the article about passive houses.

Are they designed for hot climates, cold
climates or both?

P assiv e h o m es a re sp e c ia l h o u se s w hich
u se th e s u n ’s h e a t to h e a t th e b u ild in g
a n d fre sh a ir to cool it.
Passive h o u ses usually h av e v e ry la rg e window s. In
fact, in c o o le r clim ates w hole w alls can b e m a d e of
g lass so that lots of sunlight sh in es into the house
a n d w arm s it. The w indow s m ust b e v e ry g o o d
4 © Ж Ш З Listen to two friends talking about
quality so that co ld air d o e s not e n te r the house their holidays. Which house sounds more
th ro u g h th e w indow s a n d w arm air d o e s not esc ap e. comfortable to stay in?
A rchitects h ave to d e s ig n th e h o u se s so th e air
h e a te d b y th e sun d u rin g th e d ay stays in sid e the
5 © Ш Ш Listen again and copy and complete
h o u se a n d k e e p s it w arm at night. They a re built
the table.
w ith thick w alls to sto p th e h e a t e sc ap in g . The
d irectio n th e b u ild in g faces is also im portant. The Passive house Grandmother's house
larg e w indow s are usually south facing so that the Heating 1.... central heating
sunlight can e n te r all th e w ay into the h o u se and
m ak e th e h o u se w arm .
Temperature always warm 2....

H ouses in clim ates w ith hot su m m ers norm ally have

Windows 2 .... small
low roofs to sto p th e strong, su m m er sun shining Light : 4.... and.... dark
d irectly into th e h o u se a n d m ak in g it too hot. This
is p o ssib le b e c a u s e in th e su m m er the su n is m uch
Furniture little s ...
h ig h e r in th e sky th an in the w inter. In the w inter the
sun is low in th e sky, so the low roofs a n d p o rc h es
d o not p re v en t th e su n from shining into the house.
Thick w alls w ork in th e o p p o site w ay in hot clim ates
a n d sto p th e o u tsid e h ea t from e n te rin g into 6 Work with a partner. What changes could you
th e h o u se. make in your own home or school to make it
more environmentally friendly?
 1492 Christopher Columbus reached

History 4th July celebration, USA

America but thought it was India.
1607 The first English settlers founded
the first British colony, called
1 ^ Work with a partner. Look at the timeline for early
Virginia.
US history. Which events have you heard of? What do
you know about other events in early US history? 1620 The Pilgrims left England on a
ship called the Mayflower and
2 ©11203 Read the travel guide. What event do Americans arrived in Massachusetts.
celebrate on 4th July? How do they celebrate it?

On 4thJuly many Americans gather in parks across the country to listen to the
Declaration of Independence read out by actors in typical 18thcentury clothes.
These re-enactments take them back in time to 1776, when the Declaration of
Independence was first read out loud.
Before 1776, there were 13 British colonies along the east coast of America. They were
ruled by the British and paid taxes to the British king, George III. Although many of
the people who lived in the colonies were originally from Great Britain, they did not
like being controlled by the British. In 1773, when a new tax was introduced on tea,
there was a protest in Boston, known as the Boston Tea Party. This important event
led to a war between the Colonies and Great Britain, known as the American War of
Independence, and eventually to the signing of the Declaration of Independence.
In July 1776, leaders from all 13 colonies met to agree on the Declaration of
Independence and create the United States of America. Copies were made of the
Declaration and sent to every colony where they were read out loud to the
people. This is what is acted out on 4thJuly.
However, the British Parliament did not accept this. It was not until 1783, after
more fighting, that the British accepted the independence of the colonies.
The re-enactments help Americans to remember that 4,hJuly is about living in
a country which believes,'All men are created equal'. They remember why the
Declaration states that everyone has the right to/life, liberty and the pursuit of
happiness'. These words, written down in 1776, form some of the basic ideas that
American society was built on.

3 Read the travel guide again and answer the questions.

1 In what year was the Declaration of Independence first read aloud?
2 Which country did the colonies want to claim independence from?
3 When did the American War of Independence end?
4 What rights should people still be able to enjoy today?

ЩГLearn about remembering our history.

4 Work with a partner and answer the questions. As well as the American Revolution, what other
1 Have you ever been to a re-enactment event in your events do American re-enactors act out?
country? The clothes and weapons the re-enactors use
2 Do you think it is a good way of learning about a are designed in a special way. Why?
country's history? Why/Why not? Do women re-enactors play the role of soldiers
3 What events from your own country's history do you in re-enactment battles today?
think could be re-enacted to help people learn about
them?
«Discovery EDUCATION

6.4 Reliving history

|4 r
J CLIL
Biology Extinction
1 ^ Work with a partner. Look at the photo
and answer the questions.
1 What is the bee doing?
2 How is the bee helping the plant reproduce?
2 ©Ш.ШЗ Read the article about the honeybee.
Why are they dying?
Honeybees are essential to life on the planet. Pollination
occurs when pollen is carried from one plant to another,
and honeybees are the world’s most important pollinators.
If bees die out, many plants will not get pollinated and that
would mean many changes for humans too. Honeybees are
in danger of extinction, so scientists are trying to find out
what is causing so many to die.
One of the main problems for bees is that they do not have
enough food. As more land is used for farming, roads and
houses, there are fewer natural spaces for flowers to grow.
Also, bees sleep all through the winter, and because of global
warming many plants have already finished flowering by
the time the bees come out of hibernation. The bees die
because they have less food but the plants also die as they
depend on bees to pollinate them.
Disease is another killer for bees. Over the last 20 years, bee
populations have been attacked by tiny eight-legged animals
called Varroa mites. Bees often live in wooden boxes called
hives; one hive can contain thousands of bees. If varroa mites
get into a hive, all the bees may die.
Chemicals used to stop insects damaging farmers’ crops are
killing bees too. Farms today are often very big, so these
chemicals are used over very large areas and the bees cannot
escape. In some parts of the world where farmers use lots
of chemicals, there are no bees left and the farmers have to
pollinate their plants by hand. The future for the honeybee
really doesn’t look bright.
3 Match the highlighted words in the article
with the definitions.
1 very small spider-like animals
2 the process of a specific animal species stopping
existing because they have all died
3 a special box where bees live
4 the process of moving pollen from one plant to
another so that the plants can make seeds
5 a period of time when animals sleep in winter
6 an insect which moves pollen between plants
4 ©ШШ Listen to Lisa telling her father about
bees. What does Lisa want her father to do?
5 Q fH I Listen again to the conversation.
Copy and complete the bee fact file.
Ц How many e g g s a
| queen bee can lay
I in a d a y :2 ....
Where bees liv e :3....
How much honey
they m a ke :4 ....
6 Work with a partner. Design a poster to inform
people about the risk of extinction to bees.
Include suggestions about what we might be
able to do to help protect them.
Learn about looking after lions in Kenya
How many African lions are there today?
W hat are the two reasons the lions are in
danger?
How many cows do the locals receive if a li
kills one of their cows?
O iscovery
EDUCATION
7.4 Lions in danger
 ICT C o pyrig ht
© Work with a partner and answer
the questions.
1 How often do you listen to music or watch
films online?
2 Do you think CDs, DVDs, books and video
games are expensive? Why/Why not?
© Я Ё Ш Read the facts about copyright.
Does copyright mean that a piece of
work can never be copied?
Copyright is the right of creators and owners of a piece
of work to control how that work is used and shared.
Music, photos, films, novels, artwork and software are
all examples of material that is protected by copyright.
It is against the law to copy or distribute anything that is
protected under copyright law without the permission
of the creator or owner.
Read the facts again. Are these sentences
true or false? Correct the false sentences.
1 The aim of copyright law is to stop people
copying work without the correct permission.
2 Only work with the copyright symbol © is
protected by the copyright law.
3 It is legal to make a copy of a CD or video
game and give it to a friend as long as they do
not give you any money.
4 Someone who makes copies of CDs on their
computer may have their computer taken
away if they get caught.
5 A person who wants to make a comment
about a film or a book is allowed to copy a
small piece of the film or the book.
4 Work with a partner and answer the
questions.
1 Have you ever seen someone recording a film
in the cinema? What would you do if you did?
2 How do you think copying and selling CDs
affects a band/group?
3 What would happen if you copied information
from the Internet for your homework? Would
you get into trouble with your teacher7
122
Copyright is automatic in most countries. In countries
such as Spain, the UK and the USA work does not have
to be registered to be protected by copyright.
© is the international symbol for copyright, but a piece
of work without this symbol may still be protected under
the copyright law.
Copyright does not last forever. But laws are different in
different countries and for different types of material.
For example, in the UK the copyright on a book ends
70 years after the author dies, but for radio broadcasts
copyright ends 50 years after the programme was
first broadcast. In Australia the copyright on films
and recordings runs out after 70 years. Copyright law
prevents people from making, giving or selling copies.
If a piece of work is created by an employee, the copyright
normally belongs to the company not the employee.
People caught breaking copyright law often have to pay
a large amount of money to the owner of the work. They
may also lose any equipment they used to make the
copies. In very serious cases people who break copyright
law can even spend time in prison. In a famous case in
the USA, artist Shepard Fairey was fined $25,000 after he
designed a poster using an image from a photo that
was not his.
'Fair use'allows small sections
of a piece of work to be used
without the permission of the
owner. People who want to give
a professional opinion on a piece
of work often use the fair use rule.
«Discovery
8.4 True or false?
 4jjb
Project 1

A presentation

'Art inspiration' Born in 1994 in the UK

Stephen believed that living a Excellent student and
long time was less important sportsman
than doing something Diagnosed with cancer
exceptional with the time aged 15
y o u have.
Died aged 19

My young achiever is Stephen Sutton. He was called

Started blog and
#thumbsupforstephen an inspiration by many people who knew him.
w a ff fundraising campaign for Here you can see the way he thought about life.
w
Teenage Cancer Trust He suffered from cancer for four years but never
I Raised almost £5 million for
charity
felt sorry for himself. He dedicated his life to rais.ng

Awarded MBE by Queen money for teenage cancer sufferers.

Elizabeth II He was born in England in 1994. He was a healthy.
active schoolboy ... He

Look
Look at the presentation about Stephen Sutton.
Answer the questions.
1 Did Stephen have a normal life?
2 Why was he called an inspiration?
Work with a partner. Based on the presentation in
Exercise 1, tick the sentences which describe how
to give a good presentation.
1 You should put everything you are going to say on the
presentation slides or cards.
2 You need about 20 slides for a good presentation.
3 An image on each slide makes the presentation
interesting.
4 The slides should only contain key words or short notes.
5 Three to five slides are enough for this topic.
6 You need to write the details about the key words or
notes on paper, ready to say them to your audience.
7 You can do a presentation using PowerPoint or cards
that you print or write on.
8 You should read everything from the slides.
9 Give the audience a general idea about the person,
then give some biographical details, then talk about
their achievements.
10 The slides should be attractive, without much text but
with images to interest and educate the audience.
Prepare
3 Work in pairs. Choose a famous young
person who you admire. It could be a
sportsperson, entertainer, writer, etc.
or someone brave like Stephen. Use the
Internet to research this person. Find out
about their background and their main
achievements and make notes on these
points. You should also include pictures of
and, if possible, quotations by this person.
4 Prepare your presentation using a software
programme like Microsoft PowerPoint or
big pieces of card to hold up or stick to the
board. Use your notes and pictures from
Exercise 3 and the advice from Exercise 2.
Present
5 Give your presentation to the class.
Remember, you should say most of the
information. You only need pictures and
main points on the slides. When every
pair has finished, have a class vote on
which of the young achievers is the most
impressive.

Project 123
 > Project 2
An a dvertisem ent
Look
1 Look at the advertisement above and answer
the questions.
1 What is the product name?
2 What does the product do?
3 Do you think this is a real product? Why/Why not?
2 Read the advertisement again and answer
the questions.
1 How are the benefits of the product described?
2 How many features are there?
3 How are the features described?
4 W hat other information is included?
124 Project
Keep your baby entertained and
educated!
WHh the Strolleradio, your baby will
never be bored again!
Prepare
3 Work with a partner. Advertise an invention.
• Search online for an invention that never
became popular.
• Find a picture or photo, or draw your
own picture.
• Think of a name for the invention.
• Write two sentences describing its benefits.
• Write 6 -8 features in notes, in a list.
• Invent the name of a shop where it can be
bought, and a logo for your product.
Present
4 Display your advertisements around
the classroom. Read your classmates'
advertisements. Make a list of the top three
inventions you would like to have.
 &
Project 3

A comic strip

He wants to sell me his

Hey Mum! I met a Al! he wanted was my
video games really cheap!
great new friend online. bank account number
to send me his games.

YOUR BANK DETAILS;;

Too late! All your

I’m calling the
savings have gone.
bank right now'

Look
1 Read the comic strip above. Choose the correct
words.
1 The crime illustrated in the comic strip is online
th e ft/p iracy.
2 The warninq is simple / difficult to understand.
3 This comic strip will / w on't teach young people
about preventing online crime.
2 Choose do or don't to complete the sentences
about writing a comic strip. Compare your
answers with a partner.
1 Do / Don't include more than six boxes.
2 Do / Don't keep the pictures simple.
3 Do / Don't try to make some of the pictures funny.
4 Do / Don't include lots of text.
Prepare
3 Work with a partner. Think of a crime that
might affect you.
• Plan a comic strip to warn young people
about this crime.
• Draw six boxes and a rough sketch of
the pictures.
• Add the dialogue.
• Make it funny if you can!
• Show it to another pair to see if they understand
the warning.
• Draw it again neatly on A3 paper.
Present
4 Display your comic strip in your classroom.
Ask your class to read it. Ask them if they
understand the warning. Then discuss with
the class how to prevent the crimes happening
to you.

Project 125
Irregular verbs Phonemic symbols
infinitive g past simple 11 Ц past participle consonants vowels

be was/were been /р/ pencil /i:/ see

become became become /Ь/ bag / 1/ sit
begin began begun Д/ town /и / book
break broke broken /d/ day /u:/ zoo
build built built /tjV cheese /e / pen
buy bought bought /d$/ juice /э/ teacher
catch caught caught /к/ cake / 3:/ bird
choose chose chosen /g/ get /у/ boring
come came come /f / food /ее/ that
do did done /v/ very /л/ run
drink drank drunk /0/ Thursday /a:/ car
drive drove driven /6/ that /d/ lost
eat ate eaten /s/ speak
fall fell fallen /z/ zebra diphthongs
feed fed fed /// shoe
feel felt felt / 3/ usually /ei/ say
find found found /m / mum /ia/ hear
fly flew flown /п/ name /иэ/ pure
get got got /r]/ sing /d i / enjoy
give gave given /h/ house /эи/ know
go went gone / 1/ like /еэ/ chair
have had had /г/ red /ai/ buy
hear heard heard /w/ water /аи/ now
keep kept kept 1)1 you
know knew known
learn learnt/learned leamt/learned
leave left left
lose lost lost
make made made
meet met met
pay paid paid
put put put
read read read
run ran run
say said said
see saw seen
send sent sent
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
wear wore worn
win won won
write wrote written
Thanks and acknowledgements
The authors and publishers would like to thank all the teachers and
consultants who have contributed to the development of this course,
in particular:
Argentina: Fernando Armesto; Natalia Bitar; Veronica Borras; Leonor
Corradi; Paz Moltrasio; Diana Ogando; Brazil: Dalmo Carvaho; Roberto
Costa; Sonia М. B. Leites; Gloria Paz; Litany Pires Ribeiro; Christina
Riego; Renata Condi de Souza; Elizabeth White; Chile: Magdalena
Aldunate; M. Cristina Darraidou Diaz; Valentina Donoso; Ara Maria
Paez Jofrre; Ricardo Contreras Marambio; Claudia Ottone; Maria Elena
Ramirez; Jacqueline Rondon; Alicia Paez Ubilla; Colombia: Luz Amparo
Bautista; Sonia Ruiz Hernandez; Sandra Jara; Fabian Jimenez; Bibiana
Andrea Pineros Merizalde; Lucero Amparo Bernal Nieto; Olga Olarte;
Bibiana Pineros; Emelis Rambut; Sonia Ruiz; Poland: Anna Bylicka;
Russia: Natalya Melchenkova; Irina Polyakova; Svetlana Suchkova; Irina
Vayserberg; Turkey: All Bilgin; Angela Qakir; Shirley Nuttal; Cinla Sezgin;
Mujgan Yesiloglu
The authors and publishers acknowledge the following sources of
copyright material and are grateful for the permissions granted. While
every effort has been made, it has not always been possible to identify
the sources of all the material used, or to trace all copyright holders.
If any omissions are brought to our notice, we will be happy to include
the appropriate acknowledgements on reprinting.
p. 5 (TR): Getty Images/JGI/Jamie Grill; p. 7 (BR): Alamy/©Jeff Greenberg
6 of 6; p. 8 (B/G): Alamy/©Trevor Mogg; p. 10(1): Alamy/©Adams
Picture Library t/a apl; p. 10 (2): Alamy/©Pictorial Press Ltd; p. 10 (3):
Alamy/©PYMCA; p. 11 (4): Alamy/©Trinity Mirror/Mirrorpix; p. 12 (TR);
Alamy/©AF archive; p. 12 (CR): Corbis/K. Vreeland; p. 12 (BR):
Shutterstock Images/Monkey Business Images; p. 14 (TR):
Alamy/©Marka; p. 14 (TC): Shutterstock Images/Stockphoto-graf; p. 14
(TL): Shutterstock Images/Fedorov Oleksiy; p. 15 (TR): Alamy/©Esa
Hiltula; p. 15 (L): Shutterstock Images/Luis Santos; p. 15 (CL):
Shutterstock Images/Denis Dryashkin; p. 15 (CR): Alamy/©P.D. Amedzro;
p. 16 (CR): Alamy/©Jose Luis Pelaez Inc/Blend Images; p. 17 (TL): Getty
Images/Olle Lindeborg/AFP; p. 18 (B/G): Shutterstock Imaegs/Jon E
Oringer; p. 19 (a): Getty images/Aminart; p. 19 (b): AlamyASHero
Images Inc.; p. 19 (c); Getty Images/Dragonlmages; p. 19 (d):
Alamy/©STOCK4B GmbH; p. 19 (e): Alamy/©Bob Ebbesen; p. 20: Dario
Rodrlguez/DESNIVEL./Courtesy of Robyn Raboutou; p. 22 (TR):
Shutterstock Images/Monkey Business Images; p. 24 (TR):
Alamy/©Hemis; p. 24 (CR): Alamy/©Top Photo Corporation; p. 24 (T):
Alamy/©PS-I; p. 24 (BR): Getty Images/Boaz Rottem; p. 25 (CL):
Alamy/©Chao-Yang Chan; p. 25 (BR): Alamy/©Top Photo Corporation;
p. 26 (C): Getty Images/Media Photos; p. 27 (TR): Alamy/©Robert Fried;
p. 28 (1): Shutterstock Images/Demidoff; p. 28 (2): Shutterstock Images/
Maksim Striganov; p. 28 (3): Shutterstock Images/Bestshortstop; p. 28
(4); Shutterstock Images/Ruslan Kudrin; p. 28 (5): Shutterstock Images/
Jitinatt Jufask; p. 28 (6): Shutterstock Images/Gordana Sermek; p. 28 (7):
Shutterstock Images/Ruslan Kudrin; p. 28 (8): Shutterstock Images/
WithGod; p. 29 (TR): Alamy/©Cultura Creative; p. 30 (B/G): Corbis/
JOHN VIZCAINO/Reuters; p. 31 (TL): Shutterstock Images/Prasit
Rodphan; p. 31 (CL): Alamy/©Boelkow/vario images GmbH & Co.KG; p.
31 (CR): Shutterstock Images/Goodluz; p. 31 (T): Alamy/©Jeff Morgan
16; p. 32 (BR): Alamy/©Juice Images; p. 34 (T); Alamy/©Diara Mewes/
Cephas Picture Library; p. 34: Mitchell Robinson; p. 36 (CR):
Alamy/©Kevin Allen; p. 36 (B): Alamy/©Tom Salyer; p. 37 (TC): Getty
Images/AI Bello; p. 37 (CL): Getty Images/Pamela Martin; p. 37 (CR):
Getty Images/Robert Prezioso; p. 38 (CR): Getty Images/Stuart Fox; p. 39
(TR): Getty Images/Huntstock; p. 39 (CR): Getty Images/Chris Ryan; p.
40 (B/G): Getty Images/ludger Rose/StockFood Creative; p. 41 (a):
Shutterstock Images/Joe Belanger; p. 41 (b): Getty Images/Sanapadh; p.
41 (c): Alamy/©MBI; p. 41 (d): Alamy/©FStop Images GmbH, p. 41 (e):
Alamy/©Profimedia.CZ a.s.; p. 41 (f): Shutterstock Images/Catalin
Petolea; p. 41 (g): Shutterstock Images/Masson; p. 41 (h):
Alamy/©Studio51; p. 41 (i): Shutterstock Images/Elena Elisseeva; p. 41
(j): Shutterstock ImagesAagstock 1; p. 42 (TR): Getty Images/Nicole S.
Young; p. 42 (CL): Shutterstock Images/Peter Zijlstra; p. 42 (CR); Corbis/
Eyal Warshavsky/Baubau/JPN; p. 43 (TL): Shutterstock Images/Luiscar74;
p. 44 (a): Getty lmages/C_yung; p. 44 (b): Corbis/Lehmann, Herbert/the
food passionates; p. 44 (BC): Getty lmages/VM/E+; p. 45 (c):
Shutterstock Images/Chad Zuber; p. 46 (T): Shutterstock Images/Sean
Pavone; p. 46 (CL): Alamy/©Peter Horree; p. 46 (TCR): Alamy/©Boaz
Rottem; p. 46 (BCR): Alamy/©EDU Vision; p. 46 (1): Alamy/©Michael
Patrick O'Neill; p. 46 (2): Shutterstock Images/David Salcedo; p. 46 (3):
Shutterstock Images/Bluehand; p. 47 (BL): Shutterstock Images/
WithGod; p. 47 (BC): Alamy/©Dan Santillo NZ; p. 47 (BR): Getty Images/
Maria_Lapina; p. 48 (a): Shutterstock Images/Olga Nayashkova; p. 48
(b): Shutterstock lmages/ER_09; p. 48 (c): Getty Images/Alberto gagna;
p. 48 (CR): Shutterstock Images/Fanfo; p. 48 (BR): Shutterstock Images/
Siumionau pavel; p. 49 (TR): Shutterstock Images/Joe Gough; p. 50 (CL).
Alamy/©GARY DOAK; p. 51 (TR): Shutterstock Images/Tyler Olson; p. 52
(B/G): Alamy/©Matthew Chattle; p. 52 (a): Shutterstock Images/
Ivaschenko Roman; p. 52 (b): Shutterstock Images/Olga Popova; p. 52
(c); Shutterstock Images/Michael Dechev; p. 52 (d): Shutterstock Images/
Cynoclub; p. 52 (e): Shutterstock Images/ILYA AKINSHIN; p. 52 (f):
Shutterstock Images/Anaken2012; p. 52 (g): Shutterstock Images/
Aksenova Natalya; p. 52 (h): Shutterstock Images/Minerva Studio; p. 52
(i): Shutterstock Images/Filip Bjorkman; p. 52 (j): Shutterstock Images/
Chimpinski; p. 54 (T): Corbis/DIVYAKANT SOlANKI/epa; p. 55 (TR):
Shutterstock Images/Karkas; p. 55 (CR): Getty Images/Moment; p. 56
(T): Getty Images/Mark Dyball; p. 58 (B): Alamy/©keith morris; p. 59
(TR): Getty Images/PhotoAlto/Frederic Cirou; p. 60 (CR):
Alamy/©LearningStocklmages; p. 60 (BR): Getty Images/Neil Godwin/
Digital Camera Magazine; p. 60 (BL): Alamy/©John Powell/Bubbles
Photolibrary; p. 61 (TR): Shutterstock lmages/Sompop_Pundrikabha; p.
62 (B/G): Getty Images/Paul Grebliunas; p. 63 (1): Alamy/©Paul
Springett C; p. 63 (2): Getty Images/RubberBall Productions; p. 64 (TL):
Alamy/©Robert Slade/Manor Photography; p. 64 (CL): Getty Images/
iStockphoto; p. 65 (TL): Getty Images/Jutta Klee; p. 66 (a):
Alamy/©FocusChina; p. 66 (b): Shutterstock Images/Paolo Bona; p. 67
(c): Alamy/©ZUMA Press, Inc.; p. 67 (CR): Alamy/©Piero Cruciatti; p. 68
(B/G): Alamy/©AII Canada Photos; p. 68 (TR): Alamy/©Robert Fried; p.
69 (B): Getty Images/Chung Sung-Jun; p. 69 (CR): Getty Images/Chung
Sung-Jun; p. 70 (CR): Getty Images/Stefano Gilera/Cultura; p. 70 (BR):
Corbis/Barry Lewis; p. 71 (TR): Getty Images/Hugh Threlfall; p. 72 (1);
Alamy/©Chris Howes/Wild Places Photography; p. 72 (2): Alamy/©keith
morris; p. 72 (3): Shutterstock Images/Andy Dean Photography; p. 72
(4): Getty Images/David Sacks; p. 72 (5): Getty Images/iStockphoto; p.
72 (6): Alamy/©Kumar Sriskandan; p. 72 (7): Alamy/©lan Lamond; p. 72
(8): Getty Images/Peter DaSilva; p. 72 (BR): Getty Images/Jupiterimages;
p. 73 (TC): Getty Images/verdateo; p. 74 (B/G); Getty Images/Colin
Anderson; p. 75 (L): Alamy/©Ben Molyneux; p. 75 (C): Alamy/©Studio
Works; p. 75 (R): Alamy/©Helene Rogers/Art Directors & TRIP; p. 78 (T):
Getty Images/Jpique; p. 79 (C); Shutterstock Images/Kingarion; p. 79
(CR): Shutterstock Images/Germanskydiver; p. 79 (BC); Alamy/©David
Ridley; p. 79 (BR): Getty Images/MANDEL NGAN/Staff, p. 80 (B/G):
Alamy/©Deco; p. 80 (TC); Shutterstock Images/Jarno Gonzalez
Zarraonandia; p. 80 (TR): Corbis/MARIANA BAZO/X00023/Reuters; p. 80
(CR): Getty Images/GERALDO CASO/AFP; p. 81 (CL): Shutterstock
Images/MarclSchauer; p. 81 (CR): Alamy/©Emily Riddell; p. 81 (BR):
Alamy/©Jim West; p. 82 (TR): Alamy/©Blend Images; p. 83 (TR):
Alamy/©Adrian Sherratt; p. 84 (B/G): Corbis/Charles O'Rear; p. 85 (a):
Alamy/©Andriy Kravchenko; p. 85 (b): Shutterstock Images/
Photographee.eu; p. 85 (c): Alamy/©imageBROKER; p. 85 (d):
Shutterstock Images/Ammentorp Photography; p. 85 (e):
Alamy/©Meritzo; p. 85 (f): Getty Images/Yin Yang; p. 85 (g):
Shutterstock Images/Dustie; p. 85 (h): Shutterstock Images/A Lesik; p.
86 (a): Alamy/©Radius Images; p. 86 (b): Alamy/©Michael Sayles; p. 86
(c): Newscom/Europics; p. 89 (B): Getty Images/Image Source; p. 90 (B):
Alamy/©Radius Images; p. 91 (TL): Getty Images/Hemera; p. 91 (CL):
Getty Images/EyesWideOpen; p. 91 (CR): Alamy/©Kumar Sriskandan; p.
92 (C): Getty Images/Christof Koepsel/Bongarts; p. 93 (TR): Getty
Images/Mark Webster; p. 94 (BR): Alamy/©B.O'Kane; p. 108 (TC): Getty
Images/Dragonlmages; p. 108 (TR); Alamy/©STOCK4B GmbH; p. 108
(CR): Alamy/©Hero Images Inc.; p. 109 (TC): Shutterstock Images/Prasit
Rodphan; p. 109 (TR): Alamy/©Jeff Morgan 16; p. 110 (TC):
Alamy/©Profimedia.CZ a.s.; p. 110 (TR): Shutterstock Images/Catalin English Profile
Petolea; p. 110 (C): Alamy/©Studio51; p. 110 (CR): Shulterstock This product is informed by the English Vocabulary Profile, built as part
Images/Tagstockl; p. 111 (TC): Shutterstock Images/Cyroclub; p. 111 of English Profile, a collaborative programme designed to enhance
(TR): Shutterstock Images/Aksenova Natalya; p. 111 (C): Shutterstock the learning, teaching and assessment of English worldwide. Its main
Images/Filip Bjorkman; p. 111 (CR): Shutterstock Images/С himpinski; p. funding partners are Cambridge University Press and Cambridge ESOL
112 (TC): Alamy/©Paul Springett C; p. 112 (TR): Getty Images/ and its aim is to create a 'profile' for English linked to the Common
RubberBall Productions; p. 113 (TC): Shutterstock Images/Radu Bercan; European Framework of Reference for Languages (CEF). English Profile
p. 113 (TR): Getty Images/KidStock; p. 114 (TR): Shutterstock Images/ outcomes, such as the English Vocabulary Profile, will provide detailed
Dustie; p. 114 (CR): Shutterstock Images/A Lesik; p. 115 (TR): information about the language that learners can be expected to
Shutterstock Images/Demidoff; p. 115 (TC): Getty Images/Fotosearch; demonstrate at each CEF level, offering a clear benchmark for learners'
p. 115 (CL): Alamy/©Pictorial Press Ltd: p. 115 (C): Alarry/©Pictorial proficiency. For more information, please visit www.englishprofile.org
Press Ltd; p. 115 (BL): Getty Images/Michael Ochs Archives; p. 115
The authors and publishers would like to thank a number of people
(BCL): Alamy/©ClassicStock; p. 115 (BCR): Shutterstock Images/Aaron
whose support has proved invaluable during the planning, writing and
Amat; p. 115 (CR): Shutterstock Images/Ragnarock; p. 115 (BR): Getty
production process of this course.
Images/SSPL; p. 116 (BL): Getty Images/svetikd/iStockphoto; p. 116
(CR): Getty Images/Neilson Barnard; p. 117 (TR): Getty Images/HuIton The publishers are grateful to the following contributors:
Archivc/str ngcr; p. 118 (BL): Rexfeatures/Solent News; p. 119 (BL): Rlooherry and emr design ltd: concept design
Alamy/©Modern Design; p. 120 (CR): Getty Images/The Washington emc design limited: text design and layouts
Post; p. 121 (TL): Shutterstock Images/Klagyivik Viktor; p. 121 (CR): QB5 Learning: cover design and photo selection
Shutterstock Images/Nayneungl; p. 121 (BL); Alamy/©John Warburton- Ian Harker and Dave Morritt at DSound: audio recordings
Lee Photography; p. 122 (TR): Alamy/©Tetra Images; p. 122 (CR): Integra: video production
Shutterstock Images/alpimages; p. 123 (TL): Newscom/Mirrorpix; p. 123 Nick Bruckman and People's TV: voxpop video production
(TR): AP Images/Stephen Sutton/Press Association; p. 123 (CL): Hart McCleod: video voiceovers
Newscom/SWNS/Splash News. Anna Whitcher: video management
BraveArts, S.L: additional audio recordings
Front cover photograph by Getty Images/Eduardo Garcia.
Getty Images: music
The publishers are grateful to the following illustrators: Vicki Anderson: Speaking and Writing pages
Anni Betts: p. 35 (2, 3, 4), 95; Q2A Media Services, Inc.: p. 6, 9, 14, 15, Debbie Owen: Starter Unit
16, 24, 25, 35 (1), 36, 37, 46, 49, 50, 54, 56, 68, 69, 75, 80, 81, 88, Ruth Appleton: CLIL pages
107, 113, 117, 118, 119, 124, 125; Jose Rubio: p. 4, 13, 78. Mick Green and Ingrid Wisniewska: Grammar Reference pages
Emma Szlachta: Copy editor & Vocabulary Bank
All video stills by kind permission of: Debbie Owen: Project pages
Discovery Communications, LLC 2015: p. 8 (1, 2, 4), 11, 14, 18 (1, 2, Tim Foster: Content development and editor
4), 21, 24, 30 (1, 2, 4), 33, 36, 40 (1, 2, 4), 43, 46, 52 (1, 2, 4), 55, 58,
62 (1, 2,4), 65,68, 74(1, 2,4), 77, 80, 84 (1, 2, 4), 87 90, 115, 116,
117, 118, 119, 120, 121, 122; Cambridge University Press: p. 8(3), 16,
18 (3), 26, 30 (3), 38, 40 (3), 48, 52 (3), 60, 62 (3), 70, 74 (3), 82, 84
(3), 92.
The authors and publishers acknowledge the following sources of
copyright material and are grateful for the permissions granted. While
every effort has been made, it has not always been possible to identify
the sources of all the material used, or to trace all copyright holders. If
any omissions are brought to our notice, we will be happy to include
the appropriate acknowledgements on reprinting and in the next
update to the digital edition, as applicable.
Madison Robinson for the text on p. 34 from FishFlops® About
Us, http://fishflops.com/madison-nicole-robinson. Reprinted with
permission;
Fraser Doherty for the text on p. 50 from Fraser Doherty:
The Adventures of Jam Boy, www.fraserdoherty.com.
Reprinted with permission.
The publisher has used its best endeavours to ensure that the URLs for
external websites referred to in this book are correct and active at the
time of going to press. However, the publisher has no responsibility for
the websites and can make no guarantee that a site will remain live or
that the content is or will remain appropriate.
Corpus
Development of this publication has made use of the Cambridge
English Corpus (CEC). The CEC is a computer database of
contemporary spoken and written English, which currently stands at
over one billion words. It includes British English, American English
and other varieties of English. It also includes the Cambridge Learner
Corpus, developed in collaboration with the University of Cambridge
ESOL Examinations. Cambridge University Press has buit up the CEC
to provide evidence about language use that helps to produce better
language teaching materials.
 Be Curious. Discover. Learn.
Eyes Open combines captivating video from Discovery Education™
with a unique approach that opens up a whole new way of viewing
the world. With your Eyes Open, learning English becomes much
more interesting as you discover and explore the cultures and
people of the world around you.
к — ......... .......... .................

Better engagement means better learning

High-interest videos throughout every unit spark curiosity and foster more
m eaningful learning experiences.

The right approach makes all the difference

A careful progression of personalised language building activities leads to
greater speaking and w riting fluency.

Every learner deserves success

Graded activities for m ixed-ability classes and progress m onitoring tools ensure
that every learner can achieve success.

This fo ur-level co u rse fo r te e n a g e le arn e rs

in clu d es p o w e rfu l d ig ital su p p o rt
FOR STUDENTS: FOR TEACHERS:
► Digital Student's Book* with complete ► ( presentation p l u s ) digital classroom
video and audio programme package with online resources and
. _ .. complete video and audio programme
► Online W orkbook and extra online 3
practice activities ► Online learning m anagem ent system
*for iO S a n d A n d r o id d e v ic e s for eaSV P ^ re S S m onitoring

W hat w ill YO U discover today?

CEFR level: Cam bridge English exams:

S till cu rio u s? B1+ B A JA U U Preliminary (for Schools)

Find out more at Eyes Open 3 Towards Preliminary (for Schools)
cambridge.org/eyesopen
A2 Eyes Open 2 Key (for Schools)
У.
A1 [ Eyes Open 1 Towards Key (for Schools)^
V

cambridge.org/discoveryreaders

ALSO AVAILABLE:
Cambridge
Discovery Education™ ISBN-13: 4?e-U074b?S04
Interactive Readers

7 8 1 10 7 4 6 7 8 0 4